Author: admin_irjstem

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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Revolutionizing education: An extensive analysis of large language models integration

admin_irjstem Abstract , , , ,

Revolutionizing education: An extensive analysis of large language models integration
Corresponding email: [email protected]

A B S T R A C T

Large Language Models have garnered significant attention from companies, universities, and research groups in recent times, driven by the abundance of data available for their training. However, little evidence has been conducted in the field of education, leaving a huge gap that needs to be filled. Therefore, the purpose of this article is to provide an overview of the use of new areas of artificial intelligence in the field of education. We use the PRISMA method to analyze the relevant contents in detail to gather data, covering articles collected in the contemporary period between January 2019 and 2024. Results from 54 reviewed publications indicated that trends of utilizing LLMs in education have increased significantly since 2022 and arXiv preprint is the most common repository for declaring researchers’ ideas. The application of LLMs can support the achievement of learning objectives, enhance the quality and accuracy of assessments, and contribute to improving the educational environment as well as the practical application of various subjects. Seven limitations are identified and discussed, opening several avenues for future research agenda.

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Seismic vulnerability assessment of Palacio del Gobernador using fragility curve

admin_irjstem Abstract , , ,

Seismic vulnerability assessment of Palacio del Gobernador using fragility curve
Corresponding email: [email protected]

A B S T R A C T

Palacio del Gobernador is a 48-year standing 9-storey building located at Intramuros, Manila. Its location of about 10.4 km from the West Valley Fault makes it vulnerable to seismic activities that are expected to occur at the fault, including the “Big One.” This study assessed the seismic vulnerability of the Palacio del Gobernador by generating and analyzing its seismic fragility curves. The researchers generated the digital model of the building using SAP2000. The structural model was then subjected to a Pushover Analysis. Ground motion data of local and foreign earthquakes were collected from DOST-PHIVOLCS and PEER. These were subjected to Response Spectrum Analysis using PRISM in order to generate their response spectra. The results of the two analyses were used in the Capacity Spectrum Method using SAP2000 to generate damage rank frequencies. These values were then used to generate the seismic fragility curves. The values in these curves revealed that, under a 0.4g PGA ground motion, the Palacio del Gobernador has a 49-50% probability of no damage, 18-20% probability of slight damage, 9-11% probability of moderate damage, 6-7% probability of extensive damage, and a 5% probability of total collapse. In particular, the probability of reaching the exceeding extensive damage is under 10%, which is the reference value for 0.4g PGA ground motion based on Section 208.5.3.2 of the NSCP 2015. These findings indicate that the Palacio del Gobernador is resilient against extensive damage when subjected to an earthquake that is comparable to the “Big One” and does not require additional measures to mitigate potential earthquake damage.

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Volume 4 | No. 3 | September 2024 Issue

admin_irjstem Issue

September 2024

V4N3_CoverSample (front)

Improving efficiency and productivity of a production line using lean manufacturing and DMAIC
Mateen Omar Carrim1, Kapil Gupta2
1.2Department of Mechanical and Industrial Engineering Technology, University of Johannesburg, Johannesburg-
2028, Republic of South Africa
Full Paper PDF Abstract 1-14

Active learning strategies as a mediator between educational components and knowledge retention in Science at LSPU-System
Marvic R. Delos Santos1, Rainer R. Fiscal2
 1Laguna State Polytechnic University – Siniloan Campus, Philippines
2Laguna State Polytechnic University – Graduate Studies and Applied Research, Philippines
Full Paper PDF Abstract 15-28

Innovative pedagogical approaches for classroom delivery: The Science teachers’ perspective
Izunna S. Nwuba1, Sussan O. Egwu2, Uzoamaka C. Okafor-Agbala3, Nwanneka O. Christian-Ike4,
Nkiru T. Okoye5, Destiny O. Ekoyo6
1,2,3,4,5,6 Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
Full Paper PDF Abstract 29-44

Exploring in-service training programs for teacher development in the Philippines
Guarin S. Maguate1, June Grace D. Ohoylan2, Neil Arden B. Sotto3, Renalyn D. Moises4, Arnold B. Alegre5
1,2,3,4,5 Department of Education, Philippines
Full Paper PDF Abstract 45-54

Examining indigenous knowledge among primary school learners through informal learning environment visit: A zoological garden case
Patricia Photo1, Nonkanyiso Pamella Shabalala2
1,2 Department of Science and Technology Education, College of Education University of South Africa, Pretoria, South Africa
Full Paper PDF Abstract 55-66

Effect of a university extension program on a partner institution’s 5s rating and student extensionists’ lifelong learning
Geraldine G. Nerona1, Nica Feby T. Rabago2, Beyonce E. Aragon3, Janine C. Andrada4, Messie Felyn B. Bustos5, Marion Luigi N. Ramos6, Kyle Brent S. Kimayong7
1,2,3,4,5,6,7Department of Industrial Engineering/Saint Louis University, Philippines
Full Paper PDF Abstract 67-81

Attitudes of private university undergraduate students` towards Electronic Learning (e-learning): A case study of Valley View University
Samuel Ameyaw1, Emmanuel Laryea2
1Department of Library & Information Services, Valley View University, Oyibi Campus, Ghana 2Parliament of Ghana Library, Accra
Full Paper PDF Abstract 82-94

Improving computational thinking through flipped classroom: A case study on K-12 programming course in Macao
Wan Chong Choi1, Iek Chong Choi2, Chi In Chang3
1Department of Computer Science, Illinois Institute of Technology, USA
2School of Education, City University of Macau, Macao SAR, China
3Department of Psychology, Golden Gate University, USA
Full Paper PDF Abstract 95-109

Improving the level of speaking skill through FRET Strategy
Chris Vincent Eimreh C. Monis, Christian C. Gandeza
Ilocos Sur Polytechnic State College Tagudin Campus, Tagudin, Ilocos Sur, Philippines
Full Paper PDF Abstract 110-119

Analyses of the readability and students’ comprehension levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria
Olamilekan Oluwaseun INUOJO1, Ganiyu BELLO2, Zakariyau Adebayo BELLO3
1,2Department of Science Education, University of Ilorin, Ilorin, Nigeria
3Department of Biology, Kwara State College of Education Ilorin.
P.M. B 1527 Ilorin, Nigeria
Full Paper PDF Abstract 120-131

Menstrual hygiene management among secondary high school students
Sarah Jane A. Poledario1, Kristine A. Condes2, Natasha Kay V. Chan3, Aileen G. Sypongco4
1Depeartment of Education/Philippines
2,3,4 State University of Northern Negros/Philippines
Full Paper PDF Abstract 132-146

Menstrual hygiene management among secondary high school students

admin_irjstem Abstract , , , ,

Sarah Jane A. Poledario, Kristine A. Condes, Natasha Kay V. Chan, Aileen G. Sypongco
Corresponding email: [email protected]

A B S T R A C T

The purpose of this study was to assess secondary high school students’ knowledge, attitudes, habits, and other aspects related to managing menstrual hygiene. A quantitative descriptive correlational research design was employed for the 294 respondents aged 16-18The main method used to gather data was a modified structured survey questionnaire. SPSS v.26 was used to determine inferential statistics and descriptive statistics aided by MS Excel. The findings revealed that the extent of knowledge had a mean a of 4.31 (SD= 0.61), corresponding to excellent knowledge. While attitude resulted in a mean of 3.89 (SD= 0.63), a positive attitude and hygienic practices resulted in a mean of 4.23 (SD= 0.61), corresponding to very efficient practices. However, a few of them still need better and moderate knowledge and attitude, although there is no poor practice among them. With a given p-value of .031 for knowledge, .042 for attitudes, and .038 for practices. Significant differences in factors affecting menstrual hygiene management in terms of individuals with a p-value of .023, contextual with .044, sociobehavioral with .024, and finally, school infrastructure with .014 < 0.05 which has a significant difference when grouped according to demographic profiles of female students. The unfavorable conditions in which women had to manage their menstrual cycles while attending school underscored the urgent need for urgent infrastructure improvements related to water, sanitation, and hygiene. Furthermore, targeted educational interventions should be implemented to address the moderate levels of knowledge and attitudes observed and to ensure that all students have the necessary resources and information to properly manage their menstrual hygiene.

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Analyses of the readability and students’ comprehension levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria

admin_irjstem Abstract , , , , ,

Olamilekan Oluwaseun INUOJO, Ganiyu BELLO, Zakariyau Adebayo BELLO
Corresponding email: [email protected]

A B S T R A C T

This research focused on evaluating the readability and understanding levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria. The population consisted of all biology textbooks used by senior secondary school students and all students who study biology in Kwara State, Nigeria. A purposive sampling technique was utilized to select a sample of 3 textbooks from those recommended by the Kwara State Ministry of Education and Human Capital Development. Additionally, a total of 252 students (84 from senior secondary school one, 84 from senior secondary school two, and 84 from senior secondary school three) were selected using stratified sampling. Two instruments were employed: the Biology Textbook Readability Test (BTRT), an online readability calculator, and the Cloze Test of Readability for Biology Textbooks. The findings revealed that most of the textbooks were difficult and above the grade level for which they were designed. Furthermore, the textbooks were found to be confusing for the designated users. Based on these findings, it is recommended that biology textbooks be structured in a manner that aligns with the characteristics of the designated users. This entails writing textbooks with simpler words, reduced.

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Improving the level of speaking skill through FRET Strategy

admin_irjstem Abstract , , ,

Chris Vincent Eimreh C. Monis, Christian C. Gandeza
Corresponding email: [email protected]

A B S T R A C T

The research centers on the effectiveness of the FRET Strategy as an intervention in the development of the speaking skill at DFLOMNHS – SHS whereas HUMSS 11-D students’ struggles on speaking English language during their Oral Communication class. Hence, this can negatively impact their performance in class. To determine the students’ level of speaking skill, the researcher used mixed method of research, specifically focusing on Grade 11 HUMSS D Students enrolled in the SY 2023-2024. The researcher used the validated researcher-made pretest and post-test rubric to collect the data needed in order to answer the specific problems of this study whereas the results showed that the students obtained a mean score of 10.15 in the pre-test interpreted as Below Basic and 14.99 in the posttest interpreted as Basic using statistical treatment and thematic analysis. These findings highlight the effectiveness of FRET Strategy in improving the speaking skill and stress the emergence of implementing the conceptual model in using FRET Strategy dubbed as FILL. Furthermore, it provides valuable insights into the ongoing discourse on language anxiety and how it impacts language acquisition in educational settings.

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Improving computational thinking through flipped classroom: A case study on K-12 programming course in Macao

admin_irjstem Abstract , , , ,

Wan Chong Choi, Iek Chong Choi, Chi In Chang
Corresponding email: [email protected]

A B S T R A C T

In the twenty-first century, programming courses have become integral to primary school education worldwide, emphasizing the importance of computational thinking. However, research on computational thinking within programming courses has primarily focused on text-based programming languages, particularly at the secondary and higher education levels. There has been a lack of research on the influence of block-based programming languages on computational thinking in primary school. To fill this research gap, our study investigated the impact of the flipped classroom approach combined with block-based programming tools on developing computational thinking in primary school students in Macao. Over nine weeks, 20 third-grade students engaged with mBlock and Codey Rocky programmable hardware, with pretest and posttest assessments using the Programming Computational Thinking Scale (PCTS). Results indicated significant improvements in Computational Concepts and Computational Practices, though changes in Computational Perspectives were not statistically significant. Moreover, the Pearson correlation tests showed strong positive correlations among the dimensions of computational thinking and programming achievement. The findings demonstrated the flipped classroom approach, which emphasizing student-centered learning and active participation, effectively enhanced computational thinking skills. This study provided valuable insights for educators and curriculum developers aiming to improve programming education and computational thinking in primary schools, highlighting the potential of innovative teaching methods to meet twenty-first century educational needs. Using block-based programming tools combined with the flipped classroom approach offers a promising avenue for developing comprehensive computational thinking skills in young learners, ensuring they are better prepared for future technological challenges.

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