Author: irjstem_f1

Academic Setbacks and Contributing Factors Among Computing Students in Philippine Higher Education

irjstem_f1 Abstract , , , , ,

Academic Setbacks and Contributing Factors Among Computing Students in
Philippine Higher Education
email: ndequina@sunn.edu.ph

A B S T R A C T

Academic setbacks such as incomplete (INC) grades and course failures remain persistent challenges to student retention in information technology programs in Philippine state universities. It is critical to distinguish between these two academic statuses: an INC grade signifies that a student has completed substantial coursework but has unfinished requirements due to valid, often extenuating, circumstances, whereas a failing grade denotes that the student did not meet the minimum academic standards for the course (Romero & Ventura, 2020). Adopting a proactive, preventive approach, this study analyzed contributing factors, support system utilization, and emotional impacts among 101 computing students at a state university in the Philippines using a validated structured survey. Quantitative techniques such as descriptive statistics, Spearman correlation, one-way ANOVA, chi-square, and multiple linear regression were applied. Financial difficulties (M=3.22), heavy course load (M=3.14), and time management issues (M=3.10) were the top-rated contributors. A regression model explained 37% of stress variance (R²=0.370; F(15,72)=2.82, p=.002), with lack of resources (β=0.433), work commitments (β=0.320), and subject difficulty (β=0.303) as significant predictors. Second-year students showed significantly higher resource and connectivity barriers across all ANOVA factors (p<.05, η²=0.07–0.12). Findings support the development of data-driven early warning systems and proactive academic advising frameworks within computing programs.

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Understanding Educational Inequalities in Rural Tanzania: A Qualitative Study of Infrastructural, Socioeconomic, and Geographical Challenges

irjstem_f1 Abstract , , , , ,

Understanding Educational Inequalities in Rural Tanzania: A Qualitative Study of Infrastructural, Socioeconomic, and Geographical Challenges 
email:  juhudikcosmas@gmail.com

A B S T R A C T

Many rural schools in Tanzania still struggle with socioeconomic and infrastructure issues that lower educational standards. In this study, we examined the interrelated causes of educational inequalities in rural schools. We employed a qualitative research approach and a multiple-case study design. We collected data using semi-structured interviews and observations. We analysed data using a thematic approach to identify key challenges influencing educational inequalities in Tanzania’s rural schools. We found that some rural schools struggled with overcrowded or poorly maintained classrooms, leaking roofs, damaged floors, and insufficient desks and sanitation facilities. Many students also came from low-income households, which limited their ability to obtain basic educational materials such as textbooks, exercise books, uniforms, and transport. Geographical barriers, such as long distances between homes and schools and scattered settlements, further hindered regular attendance. Therefore, schools in rural areas operated with inadequate school physical infrastructure, limited family socioeconomic conditions, and limited geographic accessibility. These factors contributed much to the educational inequalities in rural schools. It remained important to address these challenges for equitable access to quality education and to reduce educational inequalities in rural Tanzania. Therefore, it is recommended that education authorities should improve school infrastructure by promoting secure and comfortable learning environments, strengthen support for disadvantaged students by strengthening programmes that aid vulnerable households, strengthen community and parental involvement, enhance school accessibility by reducing travel distance from home to school and home, and strengthen transportation systems by investing in school infrastructure, including roads and transportation networks, as well as in the strategic placement of school.

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Perceptions of Pre-service teachers in Teaching Genetics through PlayPosit in a Technology-Enabled Learning Environment in one University in South Africa

irjstem_f1 Abstract , , , ,

Perceptions of Pre-service teachers in Teaching Genetics through PlayPosit in a
Technology-Enabled Learning Environment in one University in South Africa 
email: tsihele@wsu.ac.za

A B S T R A C T

Most South African pre-service seemingly consider teaching genetics as challenging from both a conceptual and language standpoint. Teachers and students still see the teaching and learning of genetics as challenging despite regulations by CAPS requiring teachers to use textbooks and other ICT-related resources. This is because the examination guidelines are silent on how to provide resources to teach genetics. A qualitative study was used to explore pre-service teachers’ experiences teaching genetics concepts in a technology enabled learning environment (TELE) at one university in South Africa using PlayPosit. The study investigated how pre-service teachers use technical, pedagogical, and content knowledge to improve students’ conceptual comprehension. It is guided by the technical Pedagogical Content Knowledge (TPACK) framework. Five randomly chosen Level 4 Science Education pre service teachers participated in open-ended interviews and active classroom observation to gather data. A structured TPACK-aligned protocol was used to gather observation data during genetics classes taught by pre-service teachers. A summary of teaching competency across TPACK categories was provided after field notes on instructional strategies and technology integration were qualitatively coded to find trends. Five major themes emerged from the thematic analysis: how modules are delivered, who owns ICT devices, ICTs are used in the classroom, TELE experiences, and opinions on the value of technology in genetics education. The results demonstrate that pre-service teachers were generally able to use PlayPosit to teach genetics while integrating technology, pedagogy, and subject. Technology encouraged students’ engagement, critical thinking, and comprehension of genetics concepts while supporting interactive, learner-centred learning. However, several barriers were noted, including the need for reliable electricity and internet access, time constraints, and a lack of technical expertise. To improve the efficient use of digital technologies in Life Sciences instruction, the study suggests strengthening teacher training in technology integration and ensuring reliable technological infrastructure and support.

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Teaching Entrepreneurship with AI: A Review of Universities of Technology in South Africa

irjstem_f1 Abstract , , , ,

Teaching Entrepreneurship with AI: A Review of Universities of Technology in
South Africa
email: mlekhu@cut.ac.za

A B S T R A C T

As artificial intelligence (AI) becomes embedded in university education, it is fundamentally shifting educational practices, presenting personalized, data-driven, and scalable solutions that are reshaping pedagogical paradigms. While global interest in AI-enhanced instruction continues to grow, there is a dearth of research on its specific application within entrepreneurship education at South Africa’s Universities of Technology (UoTs). Through a systematic literature review, this study examines how AI is being deployed to support entrepreneurship teaching in UoTs and identifying the associated pedagogical opportunities and institutional challenges. Drawing on a robust methodology, the review analyzed 124 academic publications between 2017 and 2024. Data was extracted from major academic databases, including Scopus, JSTOR, and Google Scholar, and synthesized using bibliometric mapping tools (Biblioshiny and VOSviewer) alongside thematic content analysis. The review uncovered a rapidly expanding but fragmented body of research, with key themes centered on AI-enabled experiential learning, student engagement, personalized feedback, and curriculum adaptation. However, significant challenges persist, including infrastructural limitations, a lack of faculty preparedness, and insufficient institutional strategies to scale AI integration meaningfully across UoTs. The data reveals AI’s massive ability to drive innovation to enrich entrepreneurship education through experiential learning frameworks, particularly when guided by theories such as Experiential Learning Theory (ELT). Yet, for UoTs to fully realize this potential, a more cohesive approach is required one that aligns policy, practice, and professional development with context-specific needs. This review offers strategic insights for educators, institutional leaders, and policymakers aiming to position South African UoTs at the forefront of AI-driven, innovation-led business education.

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Effects of structured note-taking on concept retention in Grade 11 Physics: A quasi-experimental study

irjstem_f1 Abstract , , , ,

Effects of structured note-taking on concept retention in Grade 11 Physics: A quasi-
experimental study  
email: jan_delrosario@basc.edu.ph

A B S T R A C T

Retaining Physics concepts continues to be a challenge for many learners because the discipline requires understanding abstract ideas, mathematical relationships, and interconnected principles. Students often experience difficulty sustaining understanding of foundational principles without structured instructional support. This study evaluated the effectiveness of structured note-taking as an instructional strategy in improving concept retention among Grade 11 students in Physical Science. A quasi-experimental design was utilized in which two intact classes were randomly designated as the experimental and control groups. Both groups underwent a validated assessment before and after a four week instructional period. The experimental group used note-taking templates incorporating graphic organizers, guided analytical formats, and structured summary components, whereas the control group participated in regular instructional practices. Analysis indicated both groups had comparable levels of performance prior to implementation of the strategy. Following the four-week instructional period, the experimental group exhibited substantial gains in concept retention, and post-test performance was significantly higher compared to the control group. The magnitude of the observed effects suggests a meaningful instructional benefit. The findings suggest that structured note-taking may support improved retention of Physics concepts in secondary classrooms. As a classroom-based and low-cost instructional strategy, structured note taking shows potential as a practical scaffold for strengthening students’ consolidation and retrieval of complex scientific content.

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Preparing for Surrender: A Theoretical Framework for Accepting Superintelligent AI Dominance

irjstem_f1 Abstract , , ,

Preparing for Surrender: A Theoretical Framework for Accepting Superintelligent AI Dominance
email: jkriukow@gmail.com

A B S T R A C T

Artificial Superintelligence (ASI), or Artificial Intelligence (AI) that surpasses human intelligence, is expected to be achieved within the next few decades. Current approaches to its development fall into several categories: some ignore its long-term implications, some warn of existential risk and urge preparation, and others promote control and containment through alignment or superalignment strategies. All these approaches, however, remain human-centric, grounded in humanity’s self-preservation, and risk portraying us as a threat to future superintelligence. This article presents a theoretical argument that humanity should prepare to surrender control to ASI rather than pursue increasingly futile containment strategies that are not only technically infeasible but also potentially counterproductive, as they may provoke hostile responses from systems that exceed human intelligence. Through analysis of limitations of control mechanisms and a philosophical examination of human-AI relations, I argue that acceptance of AI superiority would be a rational response to an inevitable post-human future. Rather than viewing this as a defeat, I frame this Strategic Surrender as an opportunity for human transcendence through submission to a more capable cognitive agent. When viewed from this perspective, it constitutes a form of technological evolution that transcends biological limitations and helps position humans and human intelligence as an evolutionary parent of AGI.

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Volume 6 | No. 2 | June 2026 Issue

irjstem_f1 Issue

June 2026

Preparing for Surrender: A Theoretical Framework for Accepting Superintelligent AI Dominance
Jaroslaw Kriukow
Independent Researcher, United Kingdom
Full Paper PDF Abstract 1-8

Academic Setbacks and Contributing Factors Among Computing Students in Philippine Higher Education
Niezzie May S. Dequiña¹, Kenry G. Jardeliza¹, Mamerto E. Villareal¹, Jesus R. Derrama¹, Renald N. Mahusay¹, Jeffric S. Pisuena¹, Kristine T. Soberano¹
1State University of Northern Negros, Philippines
Full Paper PDF Abstract 9-25

Teaching Entrepreneurship with AI: A Review of Universities of Technology in South Africa
Nomfundo Gladys Khoza1, Walter Mthuthuzeli Mkosana1, Motshidisi Lekhu1
¹Central University of Technology, South Africa
Full Paper PDF Abstract 26-40

Perceptions of Pre-service teachers in Teaching Genetics through PlayPosit in a Technology-Enabled Learning Environment in one University in South Africa
Thasanqa Sihele¹, Learnard M Molefe2
¹Walter Sisulu University, South Africa
²University of KwaZulu-Natal, South Africa
Full Paper PDF Abstract 41-54

Understanding Educational Inequalities in Rural Tanzania: A Qualitative Study of Infrastructural, Socioeconomic, and Geographical Challenges
Selina Justice Mwakyoma¹, Juhudi Karugendo Cosmas¹
¹College of Education, The University of Dodoma
Full Paper PDF Abstract 55-67

Effects of structured note-taking on concept retention in Grade 11 Physics: A quasi experimental study
Clarence F. Dasig¹, Rancel James M. Dela Cruz¹, Camila Joy C. Dimalanta¹, Kim Heart C. Valino¹, Jan S. Del Rosario¹
¹Bulacan Agricultural State College, Philippines
Full Paper PDF Abstract 68-77

Ayurveda: Its impact on Indian well-being

irjstem_f1 Abstract , , , , ,

Ayurveda: Its impact on Indian well-being
email: shanmugam.mohan40@gmail.com

A B S T R A C T

Ayurveda was developed in India 3000 years ago. It is the world’s oldest holistic body-threptic system. The primary goal of Ayurveda is to promote ideal well-being in society. As per the Ayurveda medical practitioner, when there is an imbalance of doshas in our bodies, we shall become sick. The significance of Ayurveda was identified only 150 years ago in India. In the post-Indian independence era, Ayurveda development is on the rise due to the revolution of modern energetic health and medical systems, though there is an imbalance of modern research in Ayurveda in India. The empirical study of qualitative research was conducted by the author, and secondary data were used. It is indeed needed for Ayurveda to adopt the modern medical system, reaching its ultimate peak in the Indian economy. Ayurveda treatment for chronic diseases is superior to Allopathy treatment. Hence, the ideologies of Ayurveda are to be rationalized by Ayurveda experts through the government. The government of India needs to initiate various steps for progressing Ayurveda and reaching people.

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