Education Policy and Development

Micro-credentials and Modern Learners: Insights into Student Perceptions and Acceptance

Eric S. Parilla, Yolanda S. Lao, Charliemaine Bullalayao, Shiela S. Navasca — Tue, 01 Oct 2024 00:00:00 +0700

Flexible, skill-based routes have been the emphasis of education in the post-pandemic era. Following the outbreak of COVID-19, there has been a rise in the popularity of nontraditional education methods that emphasize skills rather than knowledge. This has led to an increase in demand for online classes that are meant to develop relevant job skills among individuals. This research investigates students’ opinions and attitudes toward micro-credentials. However, while student reactions are generally positive and sometimes even modest, they confirm micro-credentials of their uniqueness, flexibility in application, as well as practicality regarding immediate professional needs One striking finding is that while 63.36% were graduates of college, only 51.73% knew where to find micro-credential courses that match their field of study. The data from 2,115 valid respondents showed an average composite mean score of 2.96 for perception and 3.02 for acceptance, suggesting that participants were cautious about the potential of micro-credentials. Nevertheless, there is still a disconnect between the way they are used now vis-à-vis how institutions or professional bodies view them, as well as whether or not these courses are likely to have any enduring value or consideration in the labor market. Therefore, the present results indicate that academic institutions must collaborate with businesses to meet their labor market’s needs with shorter programs, which should also be acceptable in the sphere of education. The aim of this article is to advance the field of micro-credentials research while providing a foundation for future studies on their significance in education and career development.

Model to Evaluate Hierarchical Organizations Performance in Implementing Higher Education Information Systems

Reni Haerani, Titik Khawa Abdul Rahman — Tue, 01 Oct 2024 00:00:00 +0700

Adopting and successfully implementing information systems in higher education is essential for improving administrative processes and communication and supporting academic activities. However, the hierarchical nature of such organizations poses unique challenges that must be addressed for the effective adoption of information systems. This study proposes a framework to assess the performance of hierarchical organizations in effectively implementing information systems in universities. The proposed framework evaluates various dimensions that influence the successful adoption of information systems in hierarchical organizations. This dimension includes leadership support, communication channels, organizational culture, and resource allocation. The conceptual framework provides a holistic assessment of an institution’s ability to effectively adopt and utilize information systems. A structural equation model and Smart Partial Least Squares (Smart PLS) were used for data analysis. Using a sample of 121 respondents, data were collected using a questionnaire instrument using the Google Form link at Banten Province higher education leadership levels. This framework provides a structured approach to assessing the performance of hierarchical organizations in terms of the adoption of information system success in higher education institutions. By leveraging this framework, institutions can enhance their information system adoption processes and ultimately improve their effectiveness in using information systems for academic and administrative purposes. The results indicate that hierarchical organizations can optimize performance when implementing higher education information systems, focusing not only on the technical aspects of the system but also on organizational culture, communication, and leadership involvement.

Artificial Intelligence Anxiety, Self-Efficacy, and Self-Competence among Students: Implications to Higher Education Institutions

John Mark R. Asio, Alyssa Nicole Suero — Tue, 01 Oct 2024 00:00:00 +0700

Artificial intelligence (AI) has become a trending topic of study, especially in education. However, due to its unknown potential, students are adamant about it. The objective of this study is to investigate college students’ perceptions of artificial intelligence (AI) anxiety, AI self-efficacy, and AI self-competence in a tertiary education institution. The study used a correlational research design with the help of an online survey to determine the variances and relationships among 1,030 purposively chosen students. This study adopted and modified measures that underwent reliability testing to gather data. The collected data were subjected to descriptive and inferential analysis using SPSS 23 for data computation. Results show that students have a moderate level of AI anxiety and AI self-efficacy; however, in terms of AI self-competency, they have a high level of it. Inferential analysis also revealed significant differences when the three variables were grouped according to demographic characteristics. At the same time, the study also found significant associations between AI anxiety, AI self-efficacy, and AI self-competence. The regression analysis confirmed that learning, job replacement, sociotechnical blindness, and AI configuration significantly influenced AI self-efficacy. On the other hand, job replacement, sociotechnical blindness, and AI configuration also predict AI self-competence. The study concludes that variances and relationships exist among AI anxiety, self-efficacy, and self-competence among college students.

Retention Rate and Institutional Passing Rate in The Licensure Examination for Certified Public Accountants: A Basis for Policy Review

Tue, 01 Oct 2024 00:00:00 +0700

The retention policy serves as a key criterion for determining student suitability for a program and encourages serious engagement with their studies. By enforcing a retention policy, universities can increase the number of students who pass board examinations because students are motivated to meet standardized grading requirements. The Licensure Examination for Certified Public Accountants (LECPA) is recognized as one of the most difficult board exams in the Philippines, with passing rates that are relatively low and showing a declining trend. This trend is influenced by various factors, including retention policies, exam difficulty, and other school-related elements. Further research at regional and national levels is needed to clarify these issues. This study aimed to investigate the relationship between the retention rate and institutional passing rate in the LECPA at the University of Saint Louis-Tuguegarao (USLT), as well as to suggest potential modifications to the accountancy program’s retention policy. The research focused on graduates from the Bachelor of Science in Accountancy program at USLT for the academic years 2017–2020 and 2022. Data analysis was performed using frequency, percentage, and Pearson Correlation Coefficient methods. The findings indicate that higher retention rates correlate with higher institutional passing rates in the LECPA, suggesting that USLT should consider reviewing its retention policy.

Level of Functioning of Service Quality of a Private Higher Education Institution in the Philippines: Personnel and Student Perspectives

Jojie R. De Ramos, Jesus P. Briones — Tue, 01 Oct 2024 00:00:00 +0700

Competitive educational institutions emphasize how service quality influences customer satisfaction. This study investigated the level of service quality functioning of a private higher education institution (HEI) in the Philippines, as assessed by its personnel and students. Employing a mixed research method, data were gathered from 22 full-time personnel and 140 students of the subject HEI by using a survey questionnaire distributed online via Google Forms. Statistical tests, such as weighted mean, standard deviation, and independent t-tests, were employed in the data analysis. The study found that service quality engagement of the institution is at an acceptable level of functioning. However, there is still room for improvements in all service quality dimensions. Moreover, the study disclosed that there were no statistically significant differences between the assessments of personnel and students in terms of service quality. In-person interviews revealed that most issues and challenges in service quality relate to the tangibility, responsiveness, and assurance aspects, where the need for efficient resource allocation, improved communication, and infrastructure enhancements are essential. These findings have given light to propose a comprehensive action plan that will support the institution in improving the current functioning of its service quality. Furthermore, this study can serve as a model for other private HEIs to develop service quality enhancement strategies to better serve their stakeholders.

Assessing Technological Pedagogical Content Knowledge (TPACK) and Teaching Effectiveness of Senior High School Teachers: An Input for Teacher Development Plan

Adelita D. Castillo, Karen A. Manaig, Alberto D. Yazon — Tue, 01 Oct 2024 00:00:00 +0700

This study investigates the Technology-Enhanced Pedagogical Skills and Technological Pedagogical Content Knowledge (TPACK) levels among senior high school teachers in Biñan City, highlighting the importance of integrating technology effectively in education. Technology-Enhanced Pedagogical Skills are crucial for enhancing learning outcomes through the appropriate use of technology in teaching specific subjects. The study involved 54 teachers from seven schools who were selected based on their proficiency in digital tools. Using a survey questionnaire, the research assessed teachers’ TPACK competency, socio-demographic backgrounds, and perceived teaching effectiveness. The findings aim to determine the correlation between TPACK levels and teaching effectiveness and provide insights for educational policies and professional development programs to enhance technology integration in teaching practices, ultimately improving student learning experiences and outcomes.