Abstract

Abstract. An abstract of about 250-300 words should be presented immediately preceding the text. The abstract should concisely inform the reader of the manuscript’s topic, its methods, and its findings.

Pre-Service Teachers’ Experiences of Teaching Sectional Drawing

admin_irjstem Abstract , , , ,

Pre-Service Teachers’ Experiences of Teaching Sectional Drawing
Corresponding email: roselojr@sunn.edu.ph

A B S T R A C T

The purpose of this study is to ascertain Engineering Graphics and Design (EGD) pre-service teachers’ experiences of teaching topics that involved sectional drawing during a teaching practice. Level three pre-service teachers at the studied South African university did not struggle to pass EGD, but they struggled with sectional drawing topics. The study was guided by pragmatism and used a mixed-methods approach, comprising a case study design. Of the 50 EGD pre-service teachers’ convenience sampled to participate, the study included 33 who responded to the open ended questionnaire administered after 5 weeks of their teaching practice. Three pre-service teachers were also observed during their five weeks of teaching practice, while semi-structured interviews were conducted with six pre-service teachers in the first researcher’s office after teaching practice to triangulate the findings. The findings revealed that during teaching practice, EGD pre-service teachers encountered difficulties explaining to learners where to cut and why, without seeing the object or model of the drawing. It also emerged that EGD pre-service teachers lacked strategies to assist learners when teaching sectional drawing. It was concluded that most pre-service teachers struggled to construct and explain tasks involving sectional drawing to learners. The study recommends that the Department of Education provide relevant models that are visible to learners to assist pre-service and in-service teachers when explaining, particularly the interior of the model and how it is cut and sectioned.

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Employability of College of Nursing and Allied Health Sciences Graduates from 2020-2022 of NONESCOST

admin_irjstem Abstract , , ,

Employability of College of Nursing and Allied Health Sciences Graduates from 2020-2022 of NONESCOST
Corresponding email: roselojr@sunn.edu.ph

A B S T R A C T

This study aimed to determine the employability and educational outcomes of graduates from the Northern Negros State College of Science and Technology – College of Nursing and Allied Health Sciences (NONESCOST–CONAHS), specifically Bachelor of Science in Nursing (BSN) and Diploma in Midwifery (DM) graduates from batches 2020 and 2022. Using a quantitative descriptive design, total sampling was applied to 214 graduates, with 97 respondents participating through a Commission on Higher Education (CHED)-based online survey. Data were analyzed using frequency and percentage distributions. Findings revealed that most graduates were female and single, reflecting global nursing demographics. BSN graduates were primarily motivated by economic opportunities, while DM graduates cited program availability and affordability. High licensure examination passing rates indicated strong academic preparation. Most graduates completed relevant professional training and secured employment within nine months, demonstrating high employability despite pandemic-related disruptions. Employment was largely aligned with their field, with many holding regular positions in the health sector. However, initial salaries were generally below standard government rates. While most graduates were employed locally, some pursued international opportunities, indicating global competitiveness. The study concludes that NONESCOST CONAHS effectively prepares graduates for the workforce but highlights the need to enhance career support, industry linkages, and professional development opportunities. Continuous curriculum improvement and tracer studies are recommended to sustain and further improve graduate outcomes.

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Mediating Roles of Affective Experience and Satisfaction with Life in the Relationship of Shame and Guilt to Post Traumatic Stress Symptoms among People Living with HIV

admin_irjstem Abstract , , , , ,

Mediating Roles of Affective Experience and Satisfaction with Life in the Relationship of Shame and Guilt to Post Traumatic Stress Symptoms among People Living with HIV
Corresponding email: aljoncarullo13@gmail.com

A B S T R A C T

People Living with HIV (PLHIV) often experience complex emotional burdens that contribute to psychological distress, yet limited studies have explored how emotional and cognitive factors influence trauma related outcomes. The study investigated whether the affective experience and satisfaction with life served as mediators in the relationship of shame and guilt to Post Traumatic Stress Symptoms (PTSS) among PLHIV. The data were analyzed using Spearman’s rho to identify significant relationships among the variables, and a parallel mediation analysis with 5,000 bootstrapping samples was conducted to evaluate mediating effects. Findings revealed that shame and guilt were significantly correlated with PTSS. It further revealed that affective experience acted as a mediator in the relationship of shame and guilt to PTSS. In contrast, satisfaction with life did not serve as a significant mediator. Overall, the findings emphasized the crucial role of emotional experiences in shaping trauma-related outcomes and underscored the importance of incorporating strategies that enhance emotional resilience into psychosocial and mental health interventions. The study provided important insights for enhancing HIV care frameworks and contributed to the advancement of culturally informed mental health policies and interventions to effectively support the well-being of PLHIV.

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Exploring Digital Test Bank Usability and Acceptability with Productivity Tools: Evidence from the Philippines

admin_irjstem Abstract , , , ,

Exploring Digital Test Bank Usability and Acceptability with Productivity Tools: Evidence from the Philippines
Corresponding email: jrsatparam@bicol-u.edu.ph

A B S T R A C T

The increasing integration of digital technologies in education has created new opportunities and challenges for teaching, learning, and assessment. In response, this exploratory study investigated the capability for digital assessment in a Philippine school through the development of digital test banks using commonly available productivity tools. The project aimed to a) design digital test banks aligned with existing curricular standards, b) evaluate their content validity, c) evaluate their usability among teachers and d) evaluate students’ acceptability of digital assessments. Results obtained from the validation and surveys revealed that a) digital test banks may be developed using commonly available productivity tools, b) the developed digital test banks are well-designed and capable of providing accurate and fair assessment of student learning as shown by the validation results; c) the usability of the developed digital test banks is very high as shown by the very high ratings across all usability indicators; and d) the acceptability of digital assessments among students is high as evidenced by the high ratings for acceptability among students. These findings suggest that productivity tools can serve as practical platforms for digital assessment and highlight a growing readiness among Filipino teachers and students for digitally enhanced instructional practices. Future efforts may build on the insights found in the study to further promote digital assessments and technology-enhanced education in Philippine schools.

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Land use land cover change detection using Remote sensing and GIS technique: A case study of Addis Ababa, Ethiopia

admin_irjstem Abstract , , ,

Land use land cover change detection using Remote sensing and GIS technique: A case study of Addis Ababa, Ethiopia
Corresponding email: Retabirhanubr12@gmail.com

A B S T R A C T

Land use and land cover change is a modification of the earth surface by humans, due to an interaction between natural and anthropogenic processes. Land use land cover change provides important input for making decision regarding environmental management and planning the future. The objective of this research is assess the LULC changes in a fast growing city Addis Ababa by using satellite image of the years 2000, 2010, and 2023 in the study area using remote sensing and GIS techniques. Satellite images of the year 2000, 2010, and 2023 were downloaded from the USGS Earth Explorer online portal (path: 168, row: 54). To do this change detection supervised classification method has been employed. Supervised classification is important for grouping the different class of LULC sensed from the satellite imageries. The Land use land cover change in the respective years were obtained as the difference of the values of different years of the same category while percentage change is obtained by dividing it with the total area and multiplying by hundred. This calculation gives information on the trend of transformation of land use land cover over the time. The result indicates that during 2000 to 2010, the areal coverage of vegetation, bare land, and Agriculture land were decreased by 175.4 ha, 13,174.7 and 1,776.7 ha, respectively. In addition to that, Built-up area and water body land use land cover are increased in area coverage by 13,613.8 ha and 1,512.9 ha, respectively. Preceding period (2000–2023) Built-up showed an area increment of 12,919.4 hectare and vegetation, bare land, water body and agriculture land showed a decrease in area of 3,519.7, 5,839.3 ha, 175.7ha, and 3,387.5 respectively.

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Reflection on the integration of tutorship development programme in one South African University 

admin_irjstem Abstract , , , ,

Reflection on the integration of tutorship development programme in one South African University 
Corresponding email: speter@wsu.ac.za

A B S T R A C T

The integration of the Tutorship Development Programme into the Faculty of Education at one of the universities in South Africa in 2024 aimed to enhance student academic support, promote faculty ownership, and ensure programme sustainability across two campuses. Despite its potential benefits, the process encountered several challenges, including limited faculty engagement, inadequate resources, and technological constraints. This study responds to the need for a structured, faculty driven tutorship model that bridges both theoretical and practical gaps in academic support interventions. The primary objective was to develop a scalable and effective tutorship framework aligned with faculty goals and curriculum requirements. Specifically, the study aimed to improve the quality of tutorship, encourage deeper faculty involvement, secure adequate resource allocation, and incorporate technology-based learning tools to support students effectively. A mixed-methods research design was adopted, employing surveys, focus groups, and stakeholder consultations to gather both qualitative and quantitative data. Data analysis involved thematic coding for qualitative responses and descriptive statistics to examine quantitative trends. Key findings underscore the importance of collaborative faculty engagement, strategic institutional partnerships, and the provision of targeted training resources in ensuring successful programme implementation. Theoretical frameworks such as Systems Thinking and Transformational Leadership informed the design and integration process, emphasizing the value of adaptability, feedback loops, and sustainable leadership practices. This study contributes to the broader discourse on academic development and student success by proposing a robust, context-sensitive tutorship model. It offers practical guidance for faculties aiming to institutionalize sustainable, impactful academic support programmes responsive to both student needs and institutional priorities.

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The impact of toxic workplace on employee well-being and organizational outcomes in Lebanon

admin_irjstem Abstract , , , ,

The impact of toxic workplace on employee well-being and organizational outcomes in Lebanon
Corresponding email: paula_romanos84@hotmail.com 

A B S T R A C T

A hostile workplace is measured by the encountered toxic environment employee has to deal with. Not only the managers, but also the co-workers play a crucial role in creating a safe community for others by their own behaviors. Toxic environment can significantly impact the employee’s physical as well as mental well-being decreasing thus the employee engagement. This critical issue needs more worldwide awareness and even courage to be shared especially in the lack of organization support. The aim of this study is to evaluate the impct of toxicity at workplace on employee well-being and institutions outcomes among Lebanese public community. Over 204 adult Lebanese were recruited in a cross-sectional study that covers both genders residing in the five Lebanese governorates. The survey questionnaire was designed and carried out from May 2024 to April 2025 with 99.2% as responsive rate. The participants ‘characteristics were under study as well as their association with the institutions where they work in the purpose of shedding light on employees suffering that should lead to decisive acts against these companies. The study revealed that the hostile workplace had negatively affected 100% of all the participants. In addition, no matter was the socio-demographic status difference between the volunteers such as age, gender, profession experience…the toxicity at workplace is dominant. Moreover, the survey identified that not only one but multiple criteria of toxic environment such as bullying, narcissistic behavior, and discrimination…were well recorded with gossiping at highest rate of 15.5%. By consequence, increasing public awareness by awareness campaigns use in Lebanon emphasizes the importance of reporting toxic workplace thus leading to legal acts.

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The role of ICT integration on primary school learners’ cognition: A rural education perspective

admin_irjstem Abstract , , , ,

The role of ICT integration on primary school learners’ cognition: A rural education perspective
Corresponding email: nhlumbs@unisa.ac.za 

A B S T R A C T

Using the cognitive theory as a framework, this paper examines the ways in which the integration of Information and Communication Technology (ICT) in teaching and learning contributes to and supports content understanding among rural primary school learners. ICT plays a transformative role by altering traditional teaching methods and reshaping how learners engage with content. In rural educational settings, however, schools often face numerous contextual challenges, including inadequate physical infrastructure, limited computer access, insufficient educational programs, and unreliable internet connectivity. Despite these limitations, when integrated thoughtfully into an ICT-enabled curriculum, technology holds significant potential to transform instructional practices, accelerate learning processes, enhance skills acquisition, and deepen learners’ comprehension of academic content. The study was conducted through an interpretivist lens, employing a qualitative research methodology and a case study design. Data were gathered from six teachers teaching different subjects across three selected rural primary schools. The collected data were analysed using thematic analysis to identify emerging patterns and insights. The findings demonstrate that the integration of ICT into the teaching and learning process plays a crucial role in enhancing learners’ cognitive development, ultimately leading to improved academic performance. Based on these findings, the study advocates for the provision and effective implementation of ICT-enabled education in rural primary schools to promote the cognitive growth and academic success of learners, even in the face of contextual challenges that characterize many rural educational environments.

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Research patterns on technological inclusivity and equity in higher education: A bibliometric analysis

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Research patterns on technological inclusivity and equity in higher education: A bibliometric analysis
Corresponding email: prospersesi2@gmail.com

A B S T R A C T

This study presents a bibliometric analysis of research trends on technological inclusivity and equity in higher education, leveraging data from the Dimensions academic research database to identify prevailing patterns, emerging trends, and gaps in scholarly discourse. We identified and analysed a total of 1,916 relevant publications spanning the years 2015 to 2024. The study employed VOSviewer, a bibliometric visualisation tool, to map citation networks, co-authorship patterns, and thematic clusters within the literature. The analysis showed a growing focus on digital accessibility, assistive technologies, inclusive teaching methods, and policy-driven efforts to make higher education fairer. The study also highlighted the importance of collaboration among individuals from different fields to enhance technological accessibility. However, apart from South Africa, no research was found in any other African country. These insights provide a foundation for future research and policy development, ensuring that technological advancements in education are accessible to a diverse range of learners.

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Impact study of school-based interventions among public secondary schools

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Impact study of school-based interventions among public secondary schools
Corresponding email: guarinmaguate1989@gmail.com

A B S T R A C T

This study investigates the impact of school-based interventions on teaching performance and student academic outcomes in public secondary schools in Northern Negros, Philippines. Using an explanatory sequential mixed-methods approach, it integrated both quantitative and qualitative analyses to assess the implementation and impact of targeted initiatives, that includes that includes Project SHARE, Project SHINE, Project ReWal, E-CARE, Project PPST, Project LERI, Project V-EXTRA, and Physics in Minecraft. Stratified sampling was employed to ensure adequate representation with 288 junior high school respondents in DepEd. Results revealed significant improvements in student proficiency across key domains—literacy, numeracy, science conceptual understanding, and environmental awareness. Notably, Physics in Minecraft yielded the most substantial increase, with average accuracy scores rising from 24% to 50%, demonstrating the effectiveness of gamified instruction. Across all interventions, student engagement, teaching effectiveness, stakeholder participation, and resource utilization also improved, as reflected in mean ratings nearing 4.00 (“Somewhat Positive”). The success of the initiatives was largely enabled by teacher collaboration, contextualized instruction, and active community involvement. But there are problems like not having enough resources, not getting enough training, worrying about workload, and not being able to fully implement plan. The study highlights the potential of evidence based, context-sensitive interventions to enhance educational equity and learner outcomes. Recommendations were offered to inform with Policymakers, school leaders, and educators to optimize, scale, and sustain such interventions for broader impact.

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