admin_irjstem – Page 3

Usefulness of Artificial Intelligence (AI) in Education of TVL-Information Communication Technology (ICT) Senior High School Learners

admin_irjstem Abstract Artificial Intelligence (AI), Education, ICT, Senior High School Learners, Usefulness

Usefulness of Artificial Intelligence (AI) in Education of TVL-Information Communication Technology (ICT) Senior High School Learners
Email: roy.anabo@deped.gov.ph

A B S T R A C T

Emerging high technologies in Artificial Intelligence (AI) are providing new trends, approaches, and enriching learning experiences. The importance of Artificial Intelligence (AI) is growing in various aspects of life, especially in the technological era. This study aimed to identify the experiences perceived by different AI tools in a classroom setting based on the usefulness of Artificial Intelligence (AI) in education to TVL-ICT senior high school learners. The researcher employed a qualitative research method, utilizing a narrative inquiry approach through semi-structured interviews and focus group discussions. A total of ten (10) learner respondents were purposively selected. Data revealed that the usefulness of AI education is a significant factor in analyzing data, identifying patterns, and improving the academic performance of TVL-ICT learners. Utilizing AI tools in school promotes teaching innovation and ready access to materials. However, there are advantages and disadvantages to the usefulness of AI education to learners, incorporating proper training and discipline. An increase in assessment efficiency, time-saving searching for relevant and updated information, and open access to everyone. In contrast, learners experience a high risk of accessing private personal information, potential bias in gathering information, and a lack of trust in using AI tools. Lastly, AI education revealed a five-cycle learning process in education for ICT learners. The integration of Artificial Intelligence (AI) in education led to a significant improvement in school resources and technological advancement. Artificial Intelligence (AI) tools in education have been developed to motivate, innovate, and adapt technological development. The usefulness of AI tools cannot replace humans in instructional strategies, but resistance to change may be replaced by technology in the future.

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Artificial intelligence in Philippine education: A narrative review of applications, perceptions, and challenges

admin_irjstem Abstract Artificial intelligence, Education Technology, Narrative Review, Philippine Education

Artificial intelligence in Philippine education: A narrative review of applications, perceptions, and challenges
Email: stephenjayco@gmail.com

A B S T R A C T

This narrative review analyzes the current status of artificial intelligence (AI) implementation in Philippine educational settings through a comprehensive synthesis of scholarly literature from 2018 to 2025. This study aims to identify current AI applications across different educational levels, analyze stakeholder perceptions and readiness, and determine implementation challenges in Philippine educational settings. A systematic literature search was conducted across Google Scholar, EBSCO Host, and ScienceDirect databases using search terms combining “Artificial Intelligence,” “Philippines,” and “Education”. Following the selection criteria, 43 published studies underwent examination through Braun and Clarke’s thematic analytical approach. Results indicate significant implementation disparities, with higher education institutions—particularly private universities in urban centers— demonstrating substantially more advanced AI integration than K-12 schools. Three major themes emerged: (1) current AI applications spanning teaching tools, student support systems, administrative functions, and research tools; (2) mixed stakeholder perceptions with students showing more positive attitudes than faculty; and (3) significant implementation challenges including infrastructure limitations and technical expertise gaps as major barriers. Key challenges include the urban-rural digital divide, insufficient professional development opportunities, ethical concerns around academic integrity, and the absence of comprehensive institutional policies. The study concludes that realizing AI’s potential in Philippine education requires coordinated efforts to enhance technological infrastructure, develop educator capacity, establish appropriate policies, and ensure equitable access. The study recommends developing national AI education policy frameworks, investing in rural digital infrastructure, and implementing systematic professional training initiatives targeting technical skills and educational AI implementation.

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

admin_irjstem Abstract Academic performance, Classroom Environment, Professional Development, Students' Learning Behavior, Teacher characteristics

Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria
Corresponding email: durowojuesther@yahoo.com

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 Confusion matrix, Microcontroller, Sensor integration, Waste sorting automation

Revolutionizing waste management system through the development of an i-smart trash bin solid waste sorter
Corresponding email: dalemarkbristol@gmail.com

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. Macasinag²¹Bicol 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 HaryatiUniversitas Riau, Indonesia
Full Paper PDF Abstract 44-56

Determinants of out-of-school youth dropout: Pathways to educational re-engagement
Khalid D. DaudFaculty, 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 Gupta²¹Department 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. Florencondia²¹Department 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 NemesThe 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 MoilaDepartment 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 Augmented reality, Educational institutions, Fourth industrial revolution, Integration, School-based education

The integration of augmented reality tools in South African schools: Selected preservice teachers’ views
Corresponding email: omoila@wsu.ac.za

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 Dyad peer tutoring, High school physics, Peer teaching, Peer tutoring, Tutoring strategy

Peer tutoring day: Perceptions and its effectiveness on the academic performance of students in learning high school physics
Corresponding email: febetopotutanjr@gmail.com

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 Gender equity, Glass Ceiling School Leadership, Tanzania, Theory, Women

A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools
joyce.nemes@udom.ac.tz/xusper@yahoo.co.uk

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 Character educations, Mixed-methods, Moral development, Primary education, Social development

Moral and social development analysis of sixth-grade students: Insights from an Indonesian Islamic primary school
Corresponding email: mikhlas@unimed.ac.id

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 Organizational change, Organizational effectiveness, Organizational trust

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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