Advanced Journal of STEM Education

STEMing Educational Panorama: Architectural Analysis of Style and Structure

Fri, 31 May 2024 00:00:00 +0700

Architectural design is a fundamental intrinsic aspect of human endeavors. This paper aims to provide an analysis of architectural styles and structures at the Technological University of the Philippines—Manila to showcase the different styles and their unique characteristics and how they have shaped the overall visual identity and functionality of the institution. This study used qualitative analysis anchored by a descriptive method to analyze the style and structures of university landmarks. The researchers studied each photo to determine its architectural style, design elements presented, the arrangement of the structure, materials used, and colors. The findings underscore the need for a comprehensive approach to future development that considers not only visual appeal but also the functionality and adaptability of the structures to promote an enriched educational experience within the Technological University of the Philippines-Manila. Understanding the impact of architectural choices on students and teachers can encourage a broader societal conversation about investing in educational infrastructure that promotes creativity, engagement, and overall well-being. The study concludes that there are various architectural styles used within the buildings of the university; each style has its own visual identity and functionality. This investigation is recommended to extend its relevance to society by emphasizing the role of well-designed campuses in fostering and enhancing educational settings.

Psychological Interventions to Enhance Self-Efficacy and Motivation in Libyan Students

Akram Alhamad, Abdullah Baadhem, Abdulazeez Hameed — Fri, 31 May 2024 00:00:00 +0700

Extensive research shows that higher self-efficacy is associated with increased motivation, perseverance, and academic success; however, there is a notable gap in understanding how these constructs interact within the unique context of Libyan higher education. This study explores the relationship between self-efficacy and motivation among university students in Libya, where cultural norms, Islamic principles, and socio-political factors deeply influence educational practices. To address this issue, the study employed a cross-sectional design and collected data through self-administered questionnaires from students at major universities in Libya. The data were analyzed using Pearson correlation and multiple regression techniques to examine the strength and direction of the relationship between self-efficacy and student motivation. The findings revealed a significant positive correlation between these two variables, indicating that students with higher levels of self-efficacy are more motivated in their academic pursuits. Furthermore, the multiple regression analysis identified self-efficacy as a significant predictor of student motivation, explaining 46% of the variance observed in the sample. These results underscore the critical role of self-efficacy in fostering student motivation within the Libyan educational context. The findings suggest that targeted interventions to enhance self-efficacy could significantly improve educational outcomes. The findings provide a foundation for future research and the development of educational strategies tailored to the specific needs of Libyan students, thus contributing valuable insights to the broader literature on self-efficacy and motivation in higher education.

Effectiveness of Mathematics-Gammified Applications for Learners Interactive Numeracy Growth (Math-Galing) in Enhancing the Academic Performance of Grade 11 Learners

Fri, 31 May 2024 00:00:00 +0700

This study determined the effectiveness of the academic performance of Grade 11 learners using the Mathematics Gamified Application for Learner's Interactive Numeracy Growth (Math-GALING). This study used a quasi-experimental design. The participants of the study were selected through a match-pairing technique based on the results of their pretest among Grade 11 students, resulting in 29 pairs. These two groups of students, one from the Accountancy, Business, and Management strand and the other from the Humanities and Social Sciences strand, comprised the experimental and comparison groups, respectively. The participants' pretest, posttest, and formative test performances was evaluated using the mean and standard deviation. Similar to how independent t-tests were used to quantify the extent of the difference between two sets of scores, Cohen’s d was used to determine the significance of the difference between the pretest and posttest results. The salient findings from the data were as follows: there is always an opportunity for improvement, particularly when the goal is to enhance teaching and learning processes to provide students with quality education. This study could conclude that using a gamified learning application (Math-GALING) in the teaching of statistics and probability enhanced learners’ performances. It was found that the designed gamified learning application enhanced students’ academic performances.

Effects of Inductive and Deductive Inquiry Teaching Approaches on Technical College Students Achievement in Metalwork

Muhammad Uthman, Emmanuel Ede, Abdullahi Hassan — Fri, 31 May 2024 00:00:00 +0700

The impact of inductive and deductive teaching methods on metalwork proficiency was evaluated among technical college students. The purpose of study was designed to determine the effect of inductive and deductive inquiry teaching approaches to enhance students’ cognitive achievement in Metalwork and to students’ psychomotor achievement in Metalwork. The study, involving 115 students, employed a pre-test, post-test, non-equivalent control group design, with 56 students allocated to the Deductive Inquiry group and 59 to the Inductive Inquiry group. Data were collected using the Metalwork Achievement Test (MCAT) and the Metalwork Psychomotor Achievement Test (MPAT). The Pearson Product Moment Correlation produced a correlation coefficient of 0.83 for assessing the MCAT's reliability. The reliability of MPAT was determined using the scorer dependability technique. The inter-rater agreement was 0.82. Despite a non-significant ANCOVA result at the 0.05 level, the students in the experimental groups showed superior mean scores. In metalwork instruction, students who employed the inductive inquiry method earned higher average scores on both the cognitive and psychomotor tests. The mean scores were statistically significant. Given these findings, Metalwork teachers at technical colleges should employ an inquiry-based learning method.

Effectiveness Of Feedback, Reframe, Assess, Model, And Enhance (FRAME) in the Enhancing of Learners’ Performance of 9 Grader Students in Mathematics

Rudy Ebajan, Victoria Tamban — Fri, 31 May 2024 00:00:00 +0700

Despite great efforts by the Department of Education, the Philippines during the 2022–2023 period exhibits one of the narrowest disparities in arithmetic performance between students in the highest and lowest quartiles of the economic, social, and cultural status index. This insight motivates the current study’s goal of developing material that will help enhance the student's performance in mathematics. This study developed Strategic Intervention Material (SIM) to enhance the learners’ performance in mathematics among 9th graders of Don Jose Integrated High School in the City of Santa Rosa, Laguna. The SIM was designed to help the selected 62 participants learn geometry competency. A quasi-experimental research method was employed in this study to determine whether intervention materials improved mathematics learners’ performance. The analysis of pretest, formative test, and post-test performances in both the experimental and comparison groups provides a comprehensive look at the impact of educational interventions. Hence, there is a statistically significant difference between the pretest, formative, and post-test scores in enhancing learners’ mathematics performance with the use of strategic intervention material. The use of Strategic Intervention Material promotes active learning and engagement among learners; thus, it can be used to help students with mathematics anxiety. Results showed that SIM effectively enhances learners’ mathematics performance based on the mean, standard deviation, independent sample t-test, and Cohen’s d. Moreover, the subjects demonstrated positive behavior toward the intervention. This entails cutting down on improper behavior, spending more time on instruction, and assisting instructors in teaching, modeling, and meeting students’ needs.