Author: admin_irjstem

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: kgupta@uj.ac.za

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: daud.kd02@s.msumain.edu.ph khalid.daud@r10.deped.gov.ph

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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Development of digital handouts based on critical thinking skills as teaching material for pre-service science teachers

admin_irjstem Abstract , ,

Development of digital handouts based on critical thinking skills as teaching material for pre-service science teachers
Corresponding email: fitri.aldresti@lecturer.unri.ac.id

A B S T R A C T

Critical thinking is crucial for future science teachers to succeed in their roles. Not only does it prepare them for future challenges, but it also helps them guide students in developing these essential skills. It is crucial to develop learning materials integrated critical thinking skills aspects for pre-service science teachers (PSSTs). This research seeks to design and assess web-based digital handouts intended to enhance critical thinking skills. Utilizing both qualitative and quantitative methods as research methodology to evaluate the validity of the handouts and explore PSSTs’ perceptions of the digital handouts. The Technology Acceptance Model (TAM) was used to analyze PSSTs’ perceptions regarding the acceptance and use of digital handouts. The digital handouts were validated by two experts and tested by fifty two PSSTs at a university in Riau, Indonesia. The results showed an average rating of 89.1% in the ‘very good’ category, indicating that the digital handouts were perceived as useful, easy to use, and highly adoptable in learning activities. Furthermore, the findings align with previous studies that highlight the positive PSSTs’ perceptions regarding the implementation of digital handout in learning.

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Community-Driven GIS – Based landslide hazard mapping for Kias, Baguio City, Philippines

admin_irjstem Abstract , , , ,

Community-Driven GIS – Based landslide hazard mapping for Kias, Baguio City, Philippines
Corresponding email: fllcampolet@slu.edu.ph

A B S T R A C T

Rain-induced landslides pose a significant threat to areas where heavy rainfall and unstable terrain increase disaster risk. Geographic Information System (GIS)-based hazard mapping is a critical tool for disaster preparedness, mitigation, and early warning that can be used for disaster preparedness and policy-making. However, many local disaster management groups lack the technical expertise to create and update their maps. Hence, this study aims to develop a GIS-based landslide hazard mapping customized for community volunteers tasked with emergency response and minimizing the effects of disasters. In the Philippines, these community volunteers belong to what is known as the Barangay Disaster Risk Reduction and Management Committee, [BDRRMC] under Republic Act (RA) 10121. A participatory training program for the community volunteers was designed using simplified GIS manuals, hands-on workshops, and side-by-side mentoring. The program generated four different GIS hazard maps mainly 1) landslide points/locations and fault line, 2) Vulnerability Map, 3) Heat Map; and, 4) Purok (community subdivision) Boundaries and Geo-Tagging. Results showed based on observations and assessment during the training program indicated that the community volunteers were able to follow the manual with minimal guidance and were able to generate the required maps within the expected time period. Moreover, post-training assessment by the trainees showed that majority of them expressed confidence in teaching others, ensuring the sustainability of the community-led hazard mapping. With these, bridging the gap between scientific hazard mapping and localized disaster preparedness could hopefully contribute to the UN Sustainable Development Goals (SDGs) 11 “Sustainable Cities” and 13 “Climate Action”.

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The use of engineering design process-oriented activities with GRASPS model integration in grade 11 Genetics

admin_irjstem Abstract , , , ,

The use of engineering design process-oriented activities with GRASPS model integration in grade 11 Genetics
Corresponding email: jereme.astano@bicol-u.edu.ph

A B S T R A C T

This study aimed to develop engineering design process (EDP)-oriented activities integrated with the GRASPS model and to evaluate their effects on students’ conceptual understanding and cognitive process skills. Likewise, this investigation documented the students’ meaningful learning experiences during the implementation of the EDP. Moreover, this study employed a mixed-methods approach and a one-group pretest-posttest design, with 36 Grade 11 STEM students as participants. The engineering design processoriented activities were implemented over a six-week period, and data were gathered through pretests and posttests, journals, observations, and focus group discussions. Results showed that six (6) engineering design processoriented activities in genetics were developed. Additionally, the thematic analysis of students’ meaningful learning experiences revealed four (4) emergent themes: understanding of concepts, collaborative engagement, interests and attitudes, and development of engineering design process skills. Notably, the developed EDP-oriented activities improved students’ conceptual understanding, t(35) = 8.51, p < .001, d = 1.42, and cognitive process skills, t(35) = 16.62, p < .001, d = 2.77. This research recommends that the developed activities be used with proper guidelines and that the same inquiry be explored in other fields, including technology and livelihood education (TLE), engineering, and mathematics, using academic variables such as redesign ability, retention, and creativity. Lastly, this scholarly work offers essential insights that will guide teachers, administrators, and policymakers in the effective implementation of the engineering design process within the STEM framework.

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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: oluwaseunthymmy@yahoo.com

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: mjaetalks@proton.me

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: ramil.villarosa@umak.edu.ph

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: hesty.marwani@lecturer.unri.ac.id

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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