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On Happiness in Teaching: An Ordered Logit Modeling Approach Casinillo, Leomarich F; Casinillo, Emily L; Casinillo, Maita F
JPI (Jurnal Pendidikan Indonesia) Vol 9, No 2 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

This study was conducted to explain the degree of happiness in teaching and determine its influencing socio-economic factors. Using a probabilistic sampling method, the study employed 127 junior and senior high school teachers as respondents. Primary data were collected through developed questionnaires and analyzed using descriptive measures and ordered logit modeling. Results showed that this study documented a statistically significant determinant of the feeling of happiness in teaching, namely: other sources of income, creative and enjoyable teaching experience, school compound, social relationship, and health condition. Having other sources of income has an inverse effect on the happiness of teachers, this might be due to additional responsibilities while serving the students. The study showed that teachers are more likely happy if they found their job as creative and enjoyable which positively influences their well-being and professional growth. There is also a higher chance of being happy if the school environment is conducive for learning and provides comfort to teachers. Furthermore, being socially oriented and the healthy teacher are productive and efficient in work which is more likely to be happy.

ECONOMETRIC EVIDENCE ON SELF-DETERMINATION THEORY IN LEARNING CALCULUS AMONG AGRIBUSINESS STUDENTS Casinillo, Leomarich F; Casinillo, Emily L
The Indonesian Journal of Social Studies Vol 3, No 1 (2020): July
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijss.v3n1.p1-12

Self-determination theory is a study of individual interest and motivation which plays a vital role in good and productive performance in learning. This study focus on the agribusiness students? motivation in learning Calculus as part of their curriculum. Using econometric models, this study identified some statistically significant factors of motivation. The study employed 121 agribusiness students as respondents using stratified random sampling in the first semester of SY 2019-2020. Results revealed that most of the agribusiness students are motivated in learning calculus. Female student is more likely motivated compared to male students. Females are more focusing on their studies while males are affected by online games. The study revealed that learning attitude and health are significant factors of motivation in learning. Also, students? experience in calculus makes them creative in the classroom which positively contributes to their interest. Perhaps, this students makes or invents new ideas in the learning environment. Results documented that problems encountered in the classroom does not affects their interest in learning. Furthermore, results showed that their perception to their calculus teacher is relatively high which is a significant factor to their motivation. In fact, their teachers are the most important factor that contributes to their level of achievement in Calculus, more important than any other school resources.

Econometric Evidence on Self-Determination Theory in Learning Calculus Among Agribusiness Students Casinillo, Leomarich F; Casinillo, Emily L
The Indonesian Journal of Social Studies Vol 3, No 1 (2020): July
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijss.v3n1.p1-12

Self-determination theory is a study of individual interest and motivation which plays a vital role in good and productive performance in learning. This study focus on the agribusiness studentsâ€™ motivation in learning Calculus as part of their curriculum. Using econometric models, this study identified some statistically significant factors of motivation. The study employed 121 agribusiness students as respondents using stratified random sampling in the first semester of SY 2019-2020. Results revealed that most of the agribusiness students are motivated in learning calculus. Female student is more likely motivated compared to male students. Females are more focusing on their studies while males are affected by online games. The study revealed that learning attitude and health are significant factors of motivation in learning. Also, studentsâ€™ experience in calculus makes them creative in the classroom which positively contributes to their interest. Perhaps, this students makes or invents new ideas in the learning environment. Results documented that problems encountered in the classroom does not affects their interest in learning. Furthermore, results showed that their perception to their calculus teacher is relatively high which is a significant factor to their motivation. In fact, their teachers are the most important factor that contributes to their level of achievement in Calculus, more important than any other school resources.

On Happiness in Teaching: An Ordered Logit Modeling Approach Casinillo, Leomarich F; Casinillo, Emily L; Casinillo, Maita F
Jurnal Pendidikan Indonesia Vol 9 No 2 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

This study was conducted to explain the degree of happiness in teaching and determine its influencing socio-economic factors. Using a probabilistic sampling method, the study employed 127 junior and senior high school teachers as respondents. Primary data were collected through developed questionnaires and analyzed using descriptive measures and ordered logit modeling. Results showed that this study documented a statistically significant determinant of the feeling of happiness in teaching, namely: other sources of income, creative and enjoyable teaching experience, school compound, social relationship, and health condition. Having other sources of income has an inverse effect on the happiness of teachers, this might be due to additional responsibilities while serving the students. The study showed that teachers are more likely happy if they found their job as creative and enjoyable which positively influences their well-being and professional growth. There is also a higher chance of being happy if the school environment is conducive for learning and provides comfort to teachers. Furthermore, being socially oriented and the healthy teacher are productive and efficient in work which is more likely to be happy.

REVISITING MATHEMATICAL RESILIENCE AND ANXIETY AMONG SENIOR HIGH STUDENTS Casinillo, Leomarich F; Casinillo, Emily L; Lagumbay, Christy T; Abad, Hannah Rissah F; Dagongdong, Myra L
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 2 (2022): July 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i2.4661

Resilience is vital in recovering from mathematical anxiety since it gives motivation in pursuing despite obstacles and challenges. This study aimed to measure the mathematical resilience and anxiety of grade 11 students at Visayas State University-Main campus as well as to elucidate its relationship. Secondary data was used in this study from a current paper by Casinillo et al. (2020). Mean average, standard deviation, coefficient of variation, and Spearman rho correlation was employed to summarize and extract inference from the data. On average, the perception scores of students' levels of resilience and anxiety are 82.2 and 29.5, respectively. Results suggested that students are resilient and moderately anxious in learning mathematics. This implies that students are motivated even if they are facing some challenging problems in mathematics. On the other hand, students are somehow uneasy or experiencing a little worry in doing mathematical problems. Findings depicted that there is no significant relationship (p-value=0.4725) between the students' level of resilience and anxiety. This means to say that resiliency of students does not lessen the level of anxiety in learning mathematics. In that case, teachers must not only be focusing on the resiliency of their students but also on creativity, self-determination, and motivation, among others. Furthermore, to eliminate the anxiousness of students in facing mathematical problems, teachers must encourage and cultivate their interest in learning mathematics.

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