Author: admin_irjstem

Attitudes of private university undergraduate students` towards Electronic Learning (e-learning): A case study of Valley View University

admin_irjstem Abstract , , , ,

Samuel Ameyaw, Emmanuel Laryea
Corresponding email: [email protected]

A B S T R A C T

The integration of technology within higher education has grown significantly due to its flexibility, which permits learners to retrieve course content and engage in academic activities from anywhere, often at their own pace. The study aimed to assess learners` attitudes at Valley View University (VVU) towards the e-learning system. The study adopted a descriptive survey technique. The target population was 296 undergraduate students at the VVU’s Oyibi campus. Copies of the questionnaire were deployed as the only data collection instrument for the study. The analysis found that many learners exhibited a negative disposition regarding the online education. Students could engage with their peers on the learning platform (Online Forum Learning Platform, OFLP) to share information and discuss issues about their studies, according to the findings. However, students occasionally faced challenges submitting assignments and downloading documents from the platform due to unstable internet connectivity. The study recommends periodic training opportunities for learners to enhance their ability to navigate e-learning platforms effectively. The study suggests promptly addressing internet-related issues to cultivate a favourable perception of e-learning among learners. For students’ studies, regular ICT staff availability is critical. This helps them meet their IT needs, particularly when engaging with e-learning platforms and tools.

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Effect of a university extension program on a partner institution’s 5s rating and student extensionists’ lifelong learning

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Geraldine G. Nerona, Nica Feby T. Rabago, Beyonce E. Aragon, Janine C. Andrada, Messie Felyn B. Bustos, Marion Luigi N. Ramos, Kyle Brent S. Kimayong
Corresponding email: [email protected]

A B S T R A C T

The study measures the mutual benefit of a university extension program on a partner institution’s 5S ratings and student extensionists’ lifelong learning. The extension program involved implementing 5S in a national high school from August 2022 to May 2024. Lifelong learning is an essential skill that enables graduates to adapt faster and more effectively to changes in their work environment. It affects the way people address the diverse challenges they meet daily. On the other hand, extension work allows students to directly apply course theories to problematic situations in a community with identified needs. The activities involved in the extension program enabled the students to solve problems, collaborate, communicate, think critically, and practice creativity while engaging actively with a community outside the university. The student extensionists’ involvement in the extension program included delivering short lectures on 5S, facilitating extension activities, designing infographic posters, collecting and analyzing 5S data, and recommending and implementing solutions to improve classroom organization and management. Upon termination of the extension program, the mean 5S score of the partner institution increased from “minimum acceptable” at 2.94 to “very good” at 3.83. Their knowledge and skill level in 5S increased from “moderate” at 3.04 to “high” at 4.58. Alongside the successful 5S implementation, the student extensionists’ lifelong learning skills in solving problems, collaborating, communicating, critical thinking, and creativity improved “very much” at 4.47. Even when the students are still at university, lifelong learning can be enhanced through active participation in a university’s extension program. Therefore, the extension program demonstrates the synergistic benefits of community engagement to the partner community and the students. It is recommended that students be actively involved in community extension programs to enhance their classroom learning further and thus demonstrate their lifelong learning.

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Examining indigenous knowledge among primary school learners through informal learning environment visit: A zoological garden case

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Patricia Photo, Nonkanyiso Pamella Shabalala
Corresponding email: [email protected]

A B S T R A C T

This study was conducted under the guidance of the Westernized Indigenous Ecological Knowledge (WIEK) framework and included 35 learners from seven primary schools. The research examined the influence of informal learning settings, specifically zoos, on the educational experiences of primary school learners. Data collected via semi-structured interviews and observations revealed that 85% of the learners demonstrated an increased awareness and appreciation for the natural world, linking their observations to traditional ecological principles. Additionally, 90% of the participants reported a strengthened sense of social structures and moral values, deeply rooted in African traditions, such as respect for authority and social accountability. The findings suggest that integrating Indigenous knowledge into education through informal settings may not only enhance cultural pride but also promote environmental responsibility and a more inclusive understanding of the world among learners. These results highlight the significance of experiential learning in reinforcing traditional knowledge and its potential role in safeguarding Indigenous wisdom across various cultural contexts. Further investigation is needed to explore the long-term effects of these educational interventions.

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Exploring in-service training programs for teacher development in the Philippines

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Guarin S. Maguate, June Grace D. Ohoylan, Neil Arden B. Sotto, Renalyn D. Moises, Arnold B. Alegre
Corresponding email: [email protected]

A B S T R A C T

This study examines how in-service training affects teachers’ professional growth and job performance. Data were collected from 40 teachers with over five years of experience using open-ended questionnaires. The analysis identified several challenges and opportunities related to in-service training. Key issues include inadequate planning and preparation of training programs, limited availability of resources and technological support, and low levels of teacher participation. These challenges hinder the effectiveness and sustainability of professional development initiatives. Despite these issues, teachers acknowledged the potential benefits of in-service training. They reported that such training could enhance their pedagogical skills, update their knowledge, and increase their motivation. The study highlights the importance of refining the planning and execution of training programs to better align with teachers’ needs and improve outcomes. Addressing these challenges is crucial for maximizing the benefits of on-going professional development. The research emphasizes the need for strategic improvements to overcome barriers and ensure that training programs effectively support teachers’ growth. By contributing valuable insights into the on-going discourse on teacher training, this study underscores the importance of continuous enhancement in training quality and relevance. While there have been advancements in teacher training, significant challenges remain that must be addressed to fully realize the potential of professional development efforts.

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Innovative pedagogical approaches for classroom delivery: The Science teachers’ perspective

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Izunna S. Nwuba, Sussan O. Egwu, Uzoamaka C. Okafor-Agbala, Nwanneka O. Christian-Ike,
Nkiru T. Okoye, Destiny O. Ekoyo
Corresponding email: [email protected]

A B S T R A C T

The irrefutable relevance of science to humanity and national development through its applications in solving 21st-century global problems compelled the researchers to investigate science teachers’ awareness and utilization of innovative pedagogical approaches (IPA) for effective teaching of science in a 21st-century science classroom in Anambra State, Nigeria. The study which adopted a descriptive survey research design, was guided by four research questions and two null hypotheses. A total of 316 secondary school science teachers (131 biology, 98 chemistry, and 87 physics) were sampled using proportionate stratified simple random sampling technique. Data were collected using a 62-item structured questionnaire, developed by the researchers from teaching experiences and reviewed literature, with a reliability coefficient of 0.71 established using Cronbach Alpha. The data were collected through direct (face-to-face) administration of the questionnaire and analyzed using frequency counts, percentages, mean, and standard deviation to answer the research questions. Additionally, one-way Analysis of Variance (ANOVA) was used to test the null hypotheses at a 0.05 alpha level. The findings of the study revealed that science teachers utilize only 7 out of the 14 IPA they are aware of. This limited utilization is due to various challenges, including a lack of funds, insufficient time allocated to teaching science subjects, and resistance to change among teachers. In light of the results, it was established that science teachers only employ a few of the IPA they are familiar with. In line with the respondents’ suggestions to address this issue, the study recommended that the government, in collaboration with other educational stakeholders, should provide funds, organize and sponsor educators to seminars, conferences and workshops to acquaint them with IPA and effective ways to incorporate them into teaching practices.

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Active learning strategies as a mediator between educational components and knowledge retention in Science at LSPU-System

admin_irjstem Abstract , , , ,

Marvic R. Delos Santos, Rainer R. Fiscal
Corresponding email: [email protected]

A B S T R A C T

Strategies for active learning were examined as a mediator between educational components (curriculum, instruction, and assessment) and knowledge retention in Science Education. The researcher implemented a descriptive-correlation study that also used Structural Equation Modelling. The research utilized a simple random sample procedure and achieved an 81.52% response rate with 300 respondents. Students have experienced a curriculum emphasizing critical thinking, creativity, and problem-solving, prioritizing comprehension over rote memorization. In terms of Instruction, dynamic teaching methods and cooperative learning help them foster real-world problem-solving and student-centered learning. Effective assessment practices enhance their self-awareness and autonomy. Finally, they found active learning strategies (ALS) and realworld problem-solving increase engagement and self-reliance. Knowledge retention in science was moderate overall (31.16; 38.95%). This finding supports that knowledge retention over time. In addition, HOTS concepts are complex to learn and thus pose a challenge to retain. While effective curriculum, instruction, and assessment are crucial, the study underscores that active learning strategies are the linchpin in fully mediating the relationship between assessment and knowledge retention. The study’s findings emphasize the importance of science education, ensuring students are given opportunities to learn and develop thinking and questioning skills beyond mere information retention. To facilitate this, the study advocates implementing active learning strategies to bridge this gap, especially between assessment and knowledge retention. The study suggests that these strategies can significantly enhance student engagement and knowledge retention, with a focus on learning higher-order thinking skills (HOTS).

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Improving efficiency and productivity of a production line using lean manufacturing and DMAIC

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Mateen Omar Carrim, Kapil Gupta
Corresponding email: [email protected]

A B S T R A C T

This study successfully employed lean manufacturing techniques in conjunction with the DMAIC methodology to enhance the efficiency of a sweet manufacturing production line. By using key performance indicators (KPIs) and value stream mapping, we were able to quantify the improvements achieved. A notable 36% increase in Overall Equipment Effectiveness (OEE) was realized, driven by a 19.4% improvement in performance and a 17.58% increase in quality. While availability experienced a minor decline, the overall gains in performance and quality outweighed this effect. Value stream mapping revealed a significant reduction in rework from 388 kg to 273 kg per production shift, representing a substantial 30% decrease. This reduction directly contributed to a 18.8% increase in production yield, from 612 kg to 727 kg. These improvements were facilitated by the implementation of a Poka-Yoke device and targeted bottleneck analysis. The achievement of the present work encourages to extend the implementation of lean and DMAIC combined methodology to other production lines of the company.

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Volume 4 | No. 2 | June 2024 Issue

admin_irjstem Issue

June 2024

Augmented reality as an educational tool in higher education: A literature survey
Konstantinos-Iraklis Kokkinidis, Maria-Theodora Folina
Department of Applied Informatics, University of Macedonia, Greece
Full Paper PDF Abstract 1-13

Mobile applications as aids for solving systems of linear equations with two variables using the graphical method
Senad Orhani1, Besim Çeko2
1Faculty of Education, University of Prishtina “Hasan Prishtina”, Prishtina, Kosovo
2Lower Secondary School, “Zef Lush Marku”, Prizren, Kosovo
Full Paper PDF Abstract 14-34

The effect of employee green involvement, green motivation, and green behavior on green business performance in textile companies in Indonesia
Muhammad Prastyo Susanto1, Asep Rokhyadi Permana Saputra2, Achmad Farid Firsalam3, Aminah Nur Rahmah4
1PT Prima Sejati Sejahtera, Boyololi, Central Java, Indonesia
2,3,4.Management Program Study, Economics Faculty, Mercu Buana Yogyakarta University, Indonesia
Full Paper PDF Abstract 35-49

Methyl orange: A brief note on its structural changes
Daisuke Noguchi
Division of Education and Research Support, Graduate School of Integrated Science and Technology, Nagasaki University, Nagasaki, Japan
Full Paper PDF Abstract 50-57

Harmonizing community justice: Evaluating the effectiveness of Katarungang Pambarangay in Bacnotan, La Union
 James Patrick N. Noveloso1, Alan P. Nebrida1*, Riza B. Badua2, Christian Charles Rodrigo M. Calica2, Prince Bryan
Angel D. Diza2, Vincent N. Ragonton2, Teresita A. Chatoy2
1,2College of Criminal Justice Education, Saint Louis College, City of San Fernando, La Union, 2500 Philippines
1*Department of Electrical Engineering, Nueva Vizcaya State University, Bambang, Nueva Vizcaya, 3702 Philippines
ull Paper PDF Abstract 58-74

Sustainable leadership and public schools district supervisors’ performance: Basis for enhancement program
Bernie L. Libo-on1, Citrobelle A. Aldeguer2
1Assistant Schools Division Superintendent/Schools Division of Sipalay City/Institution/ University of St. La Salle
Bacolod City, Philippines
2Education Program Supervisor/Schools Division of La Carlota City/ University of St. La Salle
Bacolod City, Philippines
Full Paper PDF Abstract 75-87

Learning gap in Filipino sa Piling Larangan (Teknikal-Bokasyunal): An assessment
Jojames Arnaldo G. Gaddi
Faculty, St. Paul University Surigao, Philippines
Full Paper PDF Abstract 88-95

Evaluating the impact of gamification on cognitive skills development in higher education: A case study electronics and sensors learners
Khalid Ghoulam1, Belaid Bouikhalene2
1University of Sultan Moulay Slimane University, Beni Mellal, Morocco
2Director of the Digitalization Division, University of Sultan Moulay Slimane, Beni Mellal, Morocco.
Full Paper PDF Abstract 96-109

A study on wireless power transmission system integrated with electromagnetic field
Raoshan Ara Begum1, Sabia Akter Mim2, MD. Habibur Rahman3
1,2,3Lecturer, CCN Polytechnic Institute, Bangladesh
Full Paper PDF Abstract 110-121

Technology leadership and its integration to classroom instruction
Mae A. Geresola1, Samson M. Lausa2
1Dr. Vicente F. Gustilo Memorial National High School, Philippines
2State University of Northern Negros, Philippines
Full Paper PDF Abstract 122-134

Conflicts and conflict management styles of student nurses in a revived face-to-face learning modality
Blishariz I. Lemana1, Francine Andrea C. Millan2, Jenghiz Khan Z. Ortega3, Lance Angelo P. Rapada4, Henry E. Lemana II5, Elaine Joy A. Kahulugan6
1-4Nursing Students, College of Arts and Sciences, Notre Dame of Marbel University, Philippines
5Faculty, School of Languages and General Education, Walailak University, Thailand
6Faculty, College of Arts and Sciences, Notre Dame of Marbel University, Philippines
Full Paper PDF Abstract 135-157

Digestibility of different carbohydrate sources in the diet of native chicken (Gallus gallus domesticus)
Tricia Kaye Z. Espiritu-Rama1, Mae Ann S. Tongol2
State University of Northern Negros, Philippines
Full Paper PDF Abstract 158-166

Digestibility of different carbohydrate sources in the diet of native chicken (Gallus gallus domesticus)

admin_irjstem Abstract , ,

Tricia Kaye Z. Espiritu-Rama, Mae Ann S. Tongol
Corresponding email: [email protected]

A B S T R A C T

The price of conventional sources of energy such as corn and wheat is high due to insufficient supply and tough competition between humans and animals. This study was done to determine the digestibility of various carbohydrate sources in the diet of native chicken (Gallus gallus domesticus) with regard to dry matter content, apparent metabolizable energy and crude protein. The study result would help poultry raisers to determine alternative, inexpensive energy sources of feed that are available in the local community. There were six dietary treatments used in this study namely: t0-commercial feeds (CF), t1-peeled cassava (PC), t2- peeled sweetpotato (PSP), t3- unpeeled cassava (UC), t4-unpeeled sweetpotato (USP) and t5-grated coconut (GC). The treatments were arranged in Complete Randomized Design (CRD) with four replicates. Native chickens undergone a 10-day digestibility trial. During the digestibility trial, homogenous feces from test diets were collected, weighed and dried as well as the endogenous feces which were collected after no feeding period. Feed sample and collected feces from each treatment were subjected to chemical analysis. The result of this study revealed that PC got the highest percent dry matter digestibility followed by GC. On the other hand, CF statistically got the lowest %dry matter digestibility (DMD) among other treatments. In terms of crude protein digestibility (CPD), PC diet obtained the highest crude protein digestibility while GC obtained the lowest percentage. When it comes to Apparent Metabolizable Energy (AME), native chicken fed with GC diets attained the highest digestibility which is significantly higher than commercial feeds and other diets. The results on the digestibility percentage of dry matter, crude protein and apparent metabolizable energy is determined through the One-way Analysis of Variance (ANOVA). Peeled cassava and grated coconut can be used as energy source of feed for native chicken.

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Conflicts and conflict management styles of student nurses in a revived face-to-face learning modality

admin_irjstem Abstract , , ,

Blishariz I. Lemana, Francine Andrea C. Millan, Jenghiz Khan Z. Ortega, Lance Angelo P. Rapada, Henry E. Lemana II, Elaine Joy A. Kahulugan
Corresponding author: [email protected]

A B S T R A C T

Conflict is a fundamental part of life, emerging in many different contexts. As tertiary institutions resumed in-person classes following the pandemic’s shift to online learning, student nurses like other students encountered numerous challenges and had to make essential adjustments. This quantitative-descriptive study aimed to identify the conflicts encountered by student nurses as they transitioned from online to face-toface learning and describe the conflict management styles they employ in response. A total of 144 respondents answered a researcher-made survey questionnaire to collect necessary data, which were then analyzed using frequency count, percentage distribution, weighted mean score, and standard deviation. Findings indicated that mostly experienced conflicts were intrapersonal; moreover, collaborative and compromising styles were prominent as their conflict management styles. It can be concluded that the respondents mainly involve internal struggles as their conflicts during the transition between learning modalities, highlighting the need for interventions and training programs, which could also enhance their application of other conflict management styles. Additionally, empirical recommendations are provided for educational institutions, relevant stakeholders, and future researchers to enhance the student body’s general well-being and academic success concerning understanding and managing conflicts.

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