bluuebunny/crossref_metadata_2025_split huggingface dataset:
ASSESSMENT FAIRNESS AT THE UNIVERSITY OF CAPE COAST: EVALUATING THE FACTOR STRUCTURE AND MEASUREMENT INVARIANCE ACROSS GENDER
Authors: Oppong Samuel , Quansah Nathaniel , Nugba Regina Mawusi , Ankoma-Sey Vera Rosemary , Ampofo Samuel Yaw , Essilfie Gabriel 
Published: March 2024

The specific purpose of the study was to evaluate the factor structure of statistics assessment fairness inventory (SAFI) which was adapted for the Ghanaian context and further examine measurement invariance across gender. SAFI factor structure and construct validity were assessed with a sample of 735 Ghanaian university students through exploratory and confirmatory factor analysis. Through an exploratory factor analysis, five dimensions were obtained which include: learning materials and practices, test design, opportunity to demonstrate learning test administration and grading, and offering feedback. A confirmatory factor analysis was then conducted to examine the factor loadings of the items. Further analysis revealed a partial measurement invariance of the fairness construct with equal means and equal variances in relation to gender. This suggested that the SAFI is valid, reliable, and can equally work across gender. It is recommended that SAFI has important implications for decisions regarding the conduct of especially, high-stakes examinations.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
PERSONAL VALUES, ATTITUDES AND INTERESTS AS PREDICTORS OF THE ACADEMIC PERFORMANCE OF IP LEARNERS: BASES FOR A PROPOSED FOSTERING YIELD IN EDUCATION PROGRAM
Authors: Bautista Argine L. , Bantulo Johnny S. 
Published: March 2024

This study aimed to find out whether the personal values, attitudes, and interests of Indigenous People learners enrolled in Badtasan Elementary School influenced their academic performance. The respondents of this study were 92 learners from Grade 4, 5, and 6. A quantitative study utilizing a descriptive-correlational research methodology was employed in this study. Based on the study's findings, the following conclusions were drawn: first, the common personal values of Grade 4, 5, and 6 IP learners were high. Second, the common attitudes of Grade 4 and 6 IP learners were high in terms of school environment, learning, socialization, and family relationship while the common attitudes of Grade 5 IP learners were high in terms of school environment, learning, and family relationship, while moderately high in terms of socialization. Third, the level of interest of Grade 4 IP learners was very high in terms of technology, high in terms of logic, leadership, music, bodily kinesthesia, and naturalistic recognition, while moderately high in terms of language and spatial concept. The level of interest of Grade 5 and 6 IP learners was high in terms of language, logic, leadership, music, spatial concept, bodily kinesthesia, naturalistic recognition, and technology.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>
THE MEDIATING EFFECT OF TRANSFORMATIONAL LEADERSHIP ON THE RELATIONSHIP BETWEEN THE SELF-CONCEPT AND ORGANIZATIONAL COMMITMENT AMONG PUBLIC ELEMENTARY TEACHERS
Authors: Sobrecarey Kristine Jeck I. , Apostol Raymunda L. 
Published: March 2024

The purpose of this study was to determine the mediating effect of transformational leadership on the relationship between self-concept and organizational commitment among public elementary teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Caraga North and South Districts, province of Davao Oriental. The researcher utilized stratified random sampling and face-to-face and online survey modes of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph Analysis using Sobel z-test. From the results of the study, it was found that there is a level of self-concept, organizational commitment, and transformational leadership of teachers. Also, results revealed that there is a significant relationship between self-concept and organizational commitment of teachers, between self-concept and transformational leadership, and between transformational leadership and organizational citizenship of teachers. Also, transformational leadership has a partially significant mediating effect on the relationship between the self-concept and organizational commitment among public elementary teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
A PHENOMENOLOGY OF ACADEMIC CONSTRAINTS OF ENGLISH LANGUAGE PROFICIENCY OF SENIOR HIGH SCHOOL HUMANITIES AND SOCIAL SCIENCES LEARNERS
Authors: Laroza-Velasco Guy Bless Fe , Garcia Noe P. 
Published: March 2024

This phenomenological study dealt with the academic constraints faced by senior high school learners in the field of humanities and social sciences regarding their English language proficiency. The research aimed to explore the lived experiences of these learners as they navigated the challenges posed by limited English language skills in their academic pursuits. Through in-depth interviews and rigorous data analysis, the following were the essential themes: Constraints in English Language Learning, English Language Skills, English Language Learning Tools and Engagement, Sense of Utility, and Intrinsically Rewarding. This study sought to uncover the intricate web of factors that contributed to the difficulties these students encountered in mastering the English language and how these constraints impacted their educational journey. The findings of this research shed light on the unique perspective of learners within the humanities and social sciences, adding depth to our understanding of the multifaceted nature of English language proficiency challenges in diverse academic contexts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0798/a.php" alt="Hit counter" /></p>
MODERATING EFFECT OF DEMOGRAPHIC VARIABLES ON COLLEGE STUDENTS’ STRESS AND BURNOUT
Authors: Villalon Jovanny , Nebria Edwin 
Published: March 2024

The primary objective was to investigate how demographic variables impact the relationship between student stress and burnout. The study used a non-experimental quantitative research methodology using a descriptive-correlational technique. Data was collected by conducting an online survey with 300 college students from five higher education institutions in Davao City. The participants were selected using a simple random sampling method. The data analysis included the use of statistical methods such as mean, Pearson r, hierarchical regression analysis, and modgraph. Based on the findings of the study, student stress and burnout were found to be on moderate levels. There is a strong and meaningful correlation between student stress and burnout. Among the five demographic factors, it was discovered that student status and living status had a partial moderating effect on the direct impact of student stress on burnout. Implications were thoroughly examined.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
REPRÉSENTATIONS MENTALES, OBSTACLES ET ENSEIGNEMENT DES SCIENCES PHYSIQUES / MENTAL REPRESENTATIONS, OBSTACLES AND PHYSICAL SCIENCES TEACHING
Authors: Sotirova Evgenia-Motya 
Published: March 2024

<p>Cet article présente une série de réflexions sur les représentations mentales et les obstacles qu’elles créent pour la pensée des élèves dans l’approche et la compréhension des sciences. Dans cette discussion, la question se pose à la fois de l’importance des représentations pour la création de modèles mentaux compatibles avec les sciences physiques et de leur rôle dans la conception et la mise en œuvre des leçons des enseignants dans leurs classes. Dans ce sens, certains points importants sont mis en évidence sur lesquels l’utilisation didactique des représentations peut être basée. Cette question a été une dimension importante de la recherche en didactique des sciences au cours des dernières décennies. Enfin, le domaine des concepts et phénomènes thermiques est utilisé comme exemple de mise en évidence des représentations mentales et de leur traitement didactique.</p><p>This article presents a series of reflections on mental representations and the obstacles they create for students' thinking in the approach and understanding of science. In this discussion, the question arises both the importance of representations for the creation of mental models compatible with the physical sciences and of their role in the design and implementation of teachers' lessons in their classrooms. In this sense, some important points are highlighted on which the didactic use of representations can be based. This question has been an important dimension of science education research in recent decades. Finally, the field of thermal concepts and phenomena is used as an example of highlighting mental representations and their teaching processing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>
EXPLORING TEACHER BELIEFS AND PRACTICES TO ENHANCE SELF-REGULATED LEARNING IN GOVERNMENT SCHOOLS IN MALDIVES
Authors: Waheed Zidhna , Tham Jacquline , Keat Ooi Boon 
Published: March 2024

<p>This study explored how teachers perceive self-regulated learning (SRL) and their beliefs through a mixed-methods approach. The Self-Regulated Teacher Beliefs Scale (SRLTBS) was administered to 49 teachers in Fuvahmulah City and Laamu Atoll schools to gauge their views on SRL. Five of the 49 participating teachers were selected based on specific criteria for further observation and interviews. The questionnaire responses showed that teachers had a moderately positive attitude toward SRL but lacked comprehension in certain areas, such as SRL planning stages, goal setting, and methods to stimulate students' self-motivation. The classroom observations and interviews revealed that while teachers could articulate effective SRL teaching strategies, these ideas were not consistently implemented in the classroom. Teachers' actions promoted SRL during learning monitoring, but weaknesses were noted in the planning and assessment phases. Triangulating these findings highlights the link between positive beliefs and more comprehensive SRL application, yet gaps in planning and evaluation suggest a need for targeted professional development. Also, most teacher behaviors that supported SRL were implicit rather than explicitly teaching the required skills.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0753/a.php" alt="Hit counter" /></p>
SPEAKING ANXIETY: FACILITATOR OR HINDRANCE TO POSTGRADUATES’ THESIS DEFENSE PERFORMANCE
Authors: Wei Li-Wei 
Published: March 2024

Foreign language anxiety (FLA) is a well-documented phenomenon that can significantly affect academic performance. This study examined the extent to which Taiwanese postgraduate students experienced speaking anxiety during thesis defense presentations, along with potential gender differences and variations across postgraduate programs. It specifically analyzed the correlation between anxiety and thesis presentation performance. A meticulously designed study involving 168 Taiwanese master's students in an oral thesis defense seminar employed a modified Academic Performance Scale and Personal Report of Public Speaking Anxiety instruments to quantitatively evaluate anxiety levels. Statistical analyses unveiled significant associations between anxiety levels and academic performance. The results indicate a high level of anxiety among participants, with a mean anxiety level of 4.05 (N=168, X=2.85) and a moderate level of thesis presentation performance, evidenced by a mean score of 2.85 (N=168, X=2.85). Notably, female postgraduates exhibited higher anxiety levels than their male counterparts. The study identifies a positive, albeit modest, correlation between anxiety and performance, suggesting that a certain level of anxiety may enhance performance. The findings underscore the pervasive influence of anxiety in academic contexts and highlight gender disparities and the impact of diverse postgraduate programs on anxiety and performance. The study challenges conventional assumptions about the negative effects of anxiety on performance, suggesting that moderate anxiety can be a motivating catalyst. This study contributes to a more nuanced understanding of the role of anxiety in learning and performance and prompts the development of targeted interventions to address anxiety and support postgraduate students' academic success.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>
MANAGEMENT OF HUMAN RESOURCE: AN INPUT TO EDUCATIONAL LEADERSHIP AND MANAGEMENT PRACTICES
Authors: Mallillin Leovigildo Lito D. , Caday Aurora T. , Canda Edgardo G. 
Published: March 2024

The paper investigates the management of human resources as an input to educational leadership and management practices. It identifies the function of human resource management in terms of recruitment and hiring, employee and employer relationships, training and development, compensation, rewards, benefits, and disciplinary action. This includes the responsibilities of human resource management to determine the educational management and practices in the area of HR planning, job analysis and design, monitoring performance, resolving conflict, and maintaining work culture. The research employs the descriptive quantitative research method in analyzing the data where purposive sampling is utilized in the gathering of the sample size of the study. The study comprised one hundred (100) respondents only. Results show that recruitment and hiring among the respondents reveal developing a system to attract applicants particularly those with outstanding talents to fill each position, showing that employee and employer relationship focuses on the HR management in fostering better relationships among personnel, staff, and faculties, show that compensation, rewards, and benefits exercises the equal work and equal compensation policy, and show that disciplinary action ensures all faculties/teachers, staff, and personnel are aware of the policies and procedures. On the other hand, it shows that HR planning formulates training and development based on the needs of the schools, faculties/teachers, staff, and personnel, shows that job analysis and design ensures work experiences, technical skills of faculties/teachers, staff, and employees are properly utilized for the success of the school organization, shows that monitoring performance is closely implemented by the HR to identify improvement and scope of upskill seminars and workshops of all faculties/teachers, personnel, and staff, shows that resolving conflict ensures that issues in the school are solved smoothly, and shows that maintaining work culture creates an essential positive impression in the school organization so that staff, teachers, and personnel know what they are expected to perform for a better working atmosphere in the school environment such as respect, unity, and understanding. Findings show that there is no significant correlation between the functions of human resource management towards an input to educational management and practices and the responsibilities of human resource management to determine the educational management and practices among the respondents.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0756/a.php" alt="Hit counter" /></p>
EDUCATION STAKEHOLDERS' METAPHORS ABOUT TEACHER’S SCRUB
Authors: Erdem Ali Rıza , Özgen Vildan 
Published: March 2024

The teacher’s scrub is a controversial issue. It is important to determine what teachers, school administrators, and education union representatives think of the teacher’s scrub. This study aims to reveal the metaphors produced by education stakeholders about "teacher’s scrub". In this study, a case study design, one of the qualitative research designs, was used. In this context, the study group consisted of 26 people, including teachers, school principals, and education union representatives working at different education levels in Aydın province. Data were collected using a semi-structured "interview form about teacher’s scrub" developed by the researchers. The collected data were analyzed by content analysis. The metaphors produced by the participants in the study group about the teacher’s scrub were collected in four categories: "professional identity", "protection and security", "likening to other professional identities", "order and hygiene". The results of the research show that the teacher's scrub is more than just a piece of clothing, it is an important symbol that strengthens the teacher's professional identity, increases the sense of protection and security, and is also associated with order and hygiene. It is expected that the findings of the research will contribute to the discussions about teacher’s scrub in the education community.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>
CORRELATIONAL ANALYSIS OF THE INTERPLAY AMONG ACADEMIC ANXIETY, EMOTIONAL INTELLIGENCE MANAGEMENT, AND ACADEMIC RESILIENCE
Authors: Wei Li-Wei , Song Ying-Chao 
Published: March 2024

This study examines the interplay between academic anxiety, emotional intelligence management, and academic resilience in Chinese international postgraduate students in Thailand. Using a correlational design and a sample of 353 valid participants, the study employed the Weighted Emotional Intelligence Scale (WEIS), Academic Anxiety Scale (AAS), and Academic Resilience Scale-30 (ARS). Contrary to expectations, the analysis revealed no significant differences in academic anxiety, emotional intelligence management, or academic resilience across demographic cohorts (gender, academic major, and occupation). Weak and non-significant correlations were also observed between academic anxiety, emotional intelligence management, and academic resilience. These findings challenge assumptions about demographic influences on these constructs and suggest a broader challenge for international students. Despite the prevalence of academic anxiety and deficiencies in emotional intelligence management and resilience, these constructs were not influenced by demographic factors. The study highlights the importance of holistic educational approaches that prioritize cultural and contextual factors and underscores the need for further research to unravel the complex dynamics of academic anxiety, emotional intelligence, and resilience.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0458/a.php" alt="Hit counter" /></p>
STRESS PROFILE FOR TEACHERS AND EMOTIONAL INTELLIGENCE: A PREDICTION MODEL ON WORK-LIFE BALANCE
Authors: Velasco Leidy A. , Apostol Raymunda L. 
Published: March 2024

<p>The purpose of this study was to determine the stress profile for teachers, emotional intelligence: a prediction model of work-life balance. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary schools in Cateel, 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a moderate level of stress profile. There is a high level of emotional intelligence and work-life balance. Also, results revealed that there is a significant relationship between stress profile and work-life balance and a significant relationship between emotional intelligence and work-life balance. Further, stress profile and emotional intelligence significantly predict work-life balance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0458/a.php" alt="Hit counter" /></p>
INSTRUCTIONAL LEADERSHIP AND TEACHER EMPOWERMENT: A PREDICTION MODEL ON TEACHER EFFICACY IN PUBLIC SCHOOLS
Authors: Gudmalin Melfrie E. , Apostol Raymunda L. 
Published: March 2024

The purpose of this study was to determine instructional leadership and teacher empowerment: a prediction model on teacher efficacy in public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary teachers in Cateel 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a very high level of instructional leadership, teacher empowerment, and teacher efficacy. Also, results revealed that there is a significant relationship between instructional leadership and teacher efficacy and a significant relationship between teacher empowerment and teacher efficacy. Further, instructional leadership and teacher empowerment significantly predict teacher efficacy of public school teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0748/a.php" alt="Hit counter" /></p>
PSYCHOMETRIC PROPERTIES OF THE MONGOLIAN VERSION OF DELAWARE SCHOOL CLIMATE QUESTIONNAIRE (DSCQ)
Authors: Miyejav Itgel , Erdenebaatar Bayasgalan , Otgonbaatar Khajidmaa 
Published: March 2024

The Delaware School Climate Questionnaire (DSCQ), initiated by Delaware and his associates, has been utilized as a common tool to explore and evaluate school climate in different countries. The purpose of the current study was to adapt the DSCQ into Mongolian and examine its psychometric properties with a sample of 1,174 secondary school students. The results of exploratory and confirmatory factor analysis verified the uni-dimensionality of the scale and confirmed the Mongolian version of DSCQ fit the three-factor model. The Cronbach alpha value of the total scale was 0.92, whereas correlation coefficients representing convergent validity varied from 0.30 to 0.72 (p &lt;.01). The criterion validity of the scale was determined to be 0.3 when the Mongolian language and math achievement test score was used as a criterion in concurrent validity analysis. The results suggest that the Mongolian version of the DSCQ is a valid and reliable tool to evaluate school climate in Mongolian samples.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>
CHATGPT DEVELOPS PHYSICS EXPERIMENT WORKSHEETS FOR PRIMARY EDUCATION TEACHERS
Authors: Kotsis Konstantinos T. 
Published: March 2024

This research examines how ChatGPT is a valuable tool for primary school teachers in creating essential worksheets for conducting physics experiments in the classroom. Teachers may use ChatGPT's features to develop stimulating and interactive exercises that improve students' comprehension of physics ideas. Studies on the efficacy of technology in education support this study. Studies have shown that hands-on experiments enhance students' comprehension and memory of scientific topics. Incorporating ChatGPT into designing worksheets for physics experiments has the potential to transform how teachers teach science in primary schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>