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.

A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools 

admin_irjstem Abstract , , , ,

A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools 
[email protected]/[email protected]

A B S T R A C T

This narrative literature review, explores the factors constraining women’s advancement to leadership roles within Tanzania’s educational system, despite their numerical dominance in the teaching profession. Analyzing 15 studies published between 2014 and 2024, this review employs the Glass Ceiling Theory and Intersectionality Theory to explore the barriers women encounter in achieving supervisory roles. The findings reveal a complex interplay of barriers: First, organizational barriers which include, male-dominance in the appointment process coupled with demand for sexual favors, reflecting the Glass Ceiling Theory’s insights on structural obstacles. Second, societal barriers, rooted in persistent patriarchal norms and gender power structures which align with the Intersectionality Theory, highlighting how various identities intersect to create unique challenges. Third, individual barriers such as perceived lack of qualifications and confidence, which further contribute to women’s underrepresentation in leadership positions. On similar note, this study concludes that, women encounter multifaceted challenges that require comprehensive reforms to set up an inclusive and equitable education system. By providing a cohesive understanding of the “women teach, men lead” phenomenon, this review advocates for policy decisions and interventions aimed at promoting gender equity in leadership. Subsequent studies should concentrate on assessing the effectiveness of specific reforms and on exploring the experiences of women wishing to be or who are currently on leadership roles in educational settings.

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Moral and social development analysis of sixth-grade students: Insights from an Indonesian Islamic primary school

admin_irjstem Abstract , , , ,

Moral and social development analysis of sixth-grade students: Insights from an Indonesian Islamic primary school
Corresponding email: [email protected]

A B S T R A C T

This study investigates the moral and social development of 6th-grade students at Al-Quba Islamic Primary School using a mixed-methods approach, integrating qualitative and quantitative data. The purpose of this research is to examine how students internalize and apply moral values in their daily interactions within an Islamic educational setting. The qualitative data were derived from semi-structured interviews with a Grade 6 teacher, while the quantitative data were gathered through a structured questionnaire administered to 28 students. The questionnaire was designed to assess students’ adherence to values such as honesty, responsibility, altruism, discipline, humility, tolerance, inclusion, friendship, empathy and mediation. The results indicate that empathy (M = 2.96) and friendship (M = 2.89) were the most strongly upheld values, whereas humility received the lowest mean score (M = 2.43). This suggests that students exhibit strong social connections and compassion but may struggle with self-reflection and conflict resolution. The qualitative findings further reveal that teachers primarily assess students’ moral and social behavior through classroom activities, emphasizing honesty and empathy, while values such as respect for differing opinions and cooperation were less emphasized. Feedback mechanisms, including classroom discussions and parent-teacher meetings, were instrumental in guiding students’ moral development. However, challenges such as inconsistent adherence to school rules and varying levels of environmental awareness were noted. These insights contribute to the growing body of research on character education and its critical role in fostering students’ overall development.

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Interplay of organizational change and trust on the organizational effectiveness in the College of Engineering of the Nueva Vizcaya State University Bambang Campus: Perspective of generation XYZ faculty members

admin_irjstem Abstract , ,

Interplay of organizational change and trust on the organizational effectiveness in the College of Engineering of the Nueva Vizcaya State University Bambang Campus: Perspective of generation XYZ faculty members
Corresponding email: [email protected] ; [email protected]

A B S T R A C T

The complex interconnections between organizational change, organizational trust, and organizational effectiveness among the College of Engineering faculty members of the Nueva Vizcaya State University have been investigated. This research employed a descriptivecorrelational method, utilizing a structured questionnaire with a four-point Likert scale as the principal data-gathering instrument. The data that have been gathered from the questionnaire are analyzed using statistical tools such as the mean, which is used in determining the respondents’ assessment level on organizational change, trust, and effectiveness while the Pearson-r correlation is used to determine the significant relationship between the respondents’ perceived level of organizational change, trust, and effectiveness. Findings showed a very high positive correlation between organizational change and organizational trust, as well as between organizational change and effectiveness, and between organizational trust change and effectiveness, based on Pearson rcoefficients of 0.69, 0.62, and 0.54, respectively. Dealing with the level of organizational change in terms of the climate of change and factor analysis of change-specific process factors; level of organizational trust in supervisor, peers, and upper management; and lastly level of organizational effectiveness in terms of goal attainment, efficiency, employee satisfaction and engagement, communication and information flow, human resources, innovation and adaptability and stakeholder satisfaction have an overall high mean of 3.20, 3.19 and 3.09 respectively. In response to these insights, organizational development interventions and training designs were designed to bolster or sustain trust levels during organizational changes and to enhance the rapport between administrators and faculty.

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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: [email protected]

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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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: [email protected]

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: [email protected]

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: [email protected]

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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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: [email protected]

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: [email protected]

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: [email protected]

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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