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.

Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model

admin_irjstem Abstract , , , ,

Exploring Chinese international high school students’ motivations for pursuing degrees in the UK: An empirical investigation based on push-pull model
Email: ranjiao55@outlook.com

A B S T R A C T

This study fills a gap in the existing research on the motivations of young Chinese students studying abroad, particularly focusing on those choosing to pursue education in the UK. This study interviewed 15 Chinese international high school students and 6 Chinese parents to explore the motivations of Chinese students to pursue university degrees abroad. This study applied a narrative inquiry approach and the classic push-pull model as the theoretical framework. The study identifies three micro-level push factors: parental expectations, the ability to pay tuition fees, and students’ academic performance. It also identifies three micro-level pull factors from the host country: opportunities to improve English skills, previous travel experience, and friends’ recommendations. At the macro-level, two push factors from the home country are identified: application supplements and differences in school curricula. Two macro-level pull factors from the host country include immigration opportunities and the natural environment. These findings provide fresh insights into the differences in motivations between Chinese students pursuing undergraduate versus postgraduage degrees abroad, enriching the theoretical framework of international student mobility research and offering practical references for educational policymakers and study abroad service providers.

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A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines

admin_irjstem Abstract , ,

A Phenomenological study on the experiences of stop-out students input for the reintegration in state university and colleges in the Philippines
Corresponding email: antonio.rjg@pnu.edu.ph

A B S T R A C T

Dropout rates in recent years in the Philippines have reached alarming levels in higher education. This reflects one of the problems in the education system in the country. Among this population, there are students known as stop-outs, who temporarily pause their studies and eventually return to school within five academic years. This study explores the experiences of stop-out students at State Universities and Colleges (SUCs) in the Philippines, focusing on their reasons for pausing their studies, motivations for returning, and the challenges they face upon re-enrollment. The research aims to enhance understanding of the factors influencing this marginalized population and advocate for effective strategies to support stop-outs. A qualitative phenomenological approach was used, entailing in-depth semi-structured interviews with six participants (one male and five females) who had taken a break from classes for at least one semester and returned within the last five academic years. The data collection process adhered to ethical standards, including informed consent and confidentiality measures. Thematic analysis was utilized to evaluate interview transcripts, research memos, and observation notes, revealing significant insights into the participants’ lived experiences. The findings indicate that financial difficulties and personal circumstances were primary reasons for students becoming stop-outs. Motivation for returning to school is their personal aspirations that includes social environment, support, helping others, finishing academics and career progression. Upon returning, participants faced challenges adjusting to the school environment and expressed a need for support, including orientation programs, counseling services, and peer support groups to facilitate their reintegration. The insights gained from this research can inform policies and practices within SUCs aimed at enhancing student retention and success. By understanding the specific needs of stop-out students, educational institutions can develop targeted interventions that promote a smoother transition back to academic life, ultimately improving academic success and retention rates in higher education.

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Revolutionizing education: An extensive analysis of large language models integration

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Revolutionizing education: An extensive analysis of large language models integration
Corresponding email: nvviet@ictu.edu.vn

A B S T R A C T

Large Language Models have garnered significant attention from companies, universities, and research groups in recent times, driven by the abundance of data available for their training. However, little evidence has been conducted in the field of education, leaving a huge gap that needs to be filled. Therefore, the purpose of this article is to provide an overview of the use of new areas of artificial intelligence in the field of education. We use the PRISMA method to analyze the relevant contents in detail to gather data, covering articles collected in the contemporary period between January 2019 and 2024. Results from 54 reviewed publications indicated that trends of utilizing LLMs in education have increased significantly since 2022 and arXiv preprint is the most common repository for declaring researchers’ ideas. The application of LLMs can support the achievement of learning objectives, enhance the quality and accuracy of assessments, and contribute to improving the educational environment as well as the practical application of various subjects. Seven limitations are identified and discussed, opening several avenues for future research agenda.

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Seismic vulnerability assessment of Palacio del Gobernador using fragility curve

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Seismic vulnerability assessment of Palacio del Gobernador using fragility curve
Corresponding email: emby.baylon@usher.ph

A B S T R A C T

Palacio del Gobernador is a 48-year standing 9-storey building located at Intramuros, Manila. Its location of about 10.4 km from the West Valley Fault makes it vulnerable to seismic activities that are expected to occur at the fault, including the “Big One.” This study assessed the seismic vulnerability of the Palacio del Gobernador by generating and analyzing its seismic fragility curves. The researchers generated the digital model of the building using SAP2000. The structural model was then subjected to a Pushover Analysis. Ground motion data of local and foreign earthquakes were collected from DOST-PHIVOLCS and PEER. These were subjected to Response Spectrum Analysis using PRISM in order to generate their response spectra. The results of the two analyses were used in the Capacity Spectrum Method using SAP2000 to generate damage rank frequencies. These values were then used to generate the seismic fragility curves. The values in these curves revealed that, under a 0.4g PGA ground motion, the Palacio del Gobernador has a 49-50% probability of no damage, 18-20% probability of slight damage, 9-11% probability of moderate damage, 6-7% probability of extensive damage, and a 5% probability of total collapse. In particular, the probability of reaching the exceeding extensive damage is under 10%, which is the reference value for 0.4g PGA ground motion based on Section 208.5.3.2 of the NSCP 2015. These findings indicate that the Palacio del Gobernador is resilient against extensive damage when subjected to an earthquake that is comparable to the “Big One” and does not require additional measures to mitigate potential earthquake damage.

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Menstrual hygiene management among secondary high school students

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Sarah Jane A. Poledario, Kristine A. Condes, Natasha Kay V. Chan, Aileen G. Sypongco
Corresponding email: nkchan@sunn.edu.ph

A B S T R A C T

The purpose of this study was to assess secondary high school students’ knowledge, attitudes, habits, and other aspects related to managing menstrual hygiene. A quantitative descriptive correlational research design was employed for the 294 respondents aged 16-18The main method used to gather data was a modified structured survey questionnaire. SPSS v.26 was used to determine inferential statistics and descriptive statistics aided by MS Excel. The findings revealed that the extent of knowledge had a mean a of 4.31 (SD= 0.61), corresponding to excellent knowledge. While attitude resulted in a mean of 3.89 (SD= 0.63), a positive attitude and hygienic practices resulted in a mean of 4.23 (SD= 0.61), corresponding to very efficient practices. However, a few of them still need better and moderate knowledge and attitude, although there is no poor practice among them. With a given p-value of .031 for knowledge, .042 for attitudes, and .038 for practices. Significant differences in factors affecting menstrual hygiene management in terms of individuals with a p-value of .023, contextual with .044, sociobehavioral with .024, and finally, school infrastructure with .014 < 0.05 which has a significant difference when grouped according to demographic profiles of female students. The unfavorable conditions in which women had to manage their menstrual cycles while attending school underscored the urgent need for urgent infrastructure improvements related to water, sanitation, and hygiene. Furthermore, targeted educational interventions should be implemented to address the moderate levels of knowledge and attitudes observed and to ensure that all students have the necessary resources and information to properly manage their menstrual hygiene.

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Analyses of the readability and students’ comprehension levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria

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Olamilekan Oluwaseun INUOJO, Ganiyu BELLO, Zakariyau Adebayo BELLO
Corresponding email: zakbay26@gmail.com

A B S T R A C T

This research focused on evaluating the readability and understanding levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria. The population consisted of all biology textbooks used by senior secondary school students and all students who study biology in Kwara State, Nigeria. A purposive sampling technique was utilized to select a sample of 3 textbooks from those recommended by the Kwara State Ministry of Education and Human Capital Development. Additionally, a total of 252 students (84 from senior secondary school one, 84 from senior secondary school two, and 84 from senior secondary school three) were selected using stratified sampling. Two instruments were employed: the Biology Textbook Readability Test (BTRT), an online readability calculator, and the Cloze Test of Readability for Biology Textbooks. The findings revealed that most of the textbooks were difficult and above the grade level for which they were designed. Furthermore, the textbooks were found to be confusing for the designated users. Based on these findings, it is recommended that biology textbooks be structured in a manner that aligns with the characteristics of the designated users. This entails writing textbooks with simpler words, reduced.

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Improving the level of speaking skill through FRET Strategy

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Chris Vincent Eimreh C. Monis, Christian C. Gandeza
Corresponding email: vincentcorpuz40@gmail.com

A B S T R A C T

The research centers on the effectiveness of the FRET Strategy as an intervention in the development of the speaking skill at DFLOMNHS – SHS whereas HUMSS 11-D students’ struggles on speaking English language during their Oral Communication class. Hence, this can negatively impact their performance in class. To determine the students’ level of speaking skill, the researcher used mixed method of research, specifically focusing on Grade 11 HUMSS D Students enrolled in the SY 2023-2024. The researcher used the validated researcher-made pretest and post-test rubric to collect the data needed in order to answer the specific problems of this study whereas the results showed that the students obtained a mean score of 10.15 in the pre-test interpreted as Below Basic and 14.99 in the posttest interpreted as Basic using statistical treatment and thematic analysis. These findings highlight the effectiveness of FRET Strategy in improving the speaking skill and stress the emergence of implementing the conceptual model in using FRET Strategy dubbed as FILL. Furthermore, it provides valuable insights into the ongoing discourse on language anxiety and how it impacts language acquisition in educational settings.

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Improving computational thinking through flipped classroom: A case study on K-12 programming course in Macao

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Wan Chong Choi, Iek Chong Choi, Chi In Chang
Corresponding email: wchoi8@hawk.iit.edu

A B S T R A C T

In the twenty-first century, programming courses have become integral to primary school education worldwide, emphasizing the importance of computational thinking. However, research on computational thinking within programming courses has primarily focused on text-based programming languages, particularly at the secondary and higher education levels. There has been a lack of research on the influence of block-based programming languages on computational thinking in primary school. To fill this research gap, our study investigated the impact of the flipped classroom approach combined with block-based programming tools on developing computational thinking in primary school students in Macao. Over nine weeks, 20 third-grade students engaged with mBlock and Codey Rocky programmable hardware, with pretest and posttest assessments using the Programming Computational Thinking Scale (PCTS). Results indicated significant improvements in Computational Concepts and Computational Practices, though changes in Computational Perspectives were not statistically significant. Moreover, the Pearson correlation tests showed strong positive correlations among the dimensions of computational thinking and programming achievement. The findings demonstrated the flipped classroom approach, which emphasizing student-centered learning and active participation, effectively enhanced computational thinking skills. This study provided valuable insights for educators and curriculum developers aiming to improve programming education and computational thinking in primary schools, highlighting the potential of innovative teaching methods to meet twenty-first century educational needs. Using block-based programming tools combined with the flipped classroom approach offers a promising avenue for developing comprehensive computational thinking skills in young learners, ensuring they are better prepared for future technological challenges.

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

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Samuel Ameyaw, Emmanuel Laryea
Corresponding email: sameyaw@vvu.edu.gh

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: ggnerona@slu.edu.ph

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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