Article Per Year (5 Year)
p-Index From 2021 - 2026
0.888
P-Index
This Author published in this journals
All Journal EDUCATIO : Journal of Education
Santos, John Vincent Llenada
Unknown Affiliation
Education Environmental Science Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Comparison of Frontline Educational Workers experience Before and During Pandemic Santos, Lara Mae F. Delos; Rueda, Rezza-Mira I. De; Sanchez, Ara Jane J.; Santos, John Vincent Llenada
EDUCATIO : Journal of Education Vol 6 No 2 (2021): November 2021
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v6i3.445

Abstract

The purpose of this research is to get insight into the first-hand experiences of educational frontline workers in the Philippines before to and during the Pandemic. The respondents were from Brgy. Rajal Centro Sta.Rosa Nueva Ecija and Gapan City Nueva Ecija. The participants in this study were selected frontline teachers who worked before and throughout the epidemic. This study focuses solely on the experiences of frontline employees prior to and during Covid-19. To determine if there is a substantial difference in frontline worker experience between covid-19 and before covid-19, or whether there is no significant difference. Taking into account each frontline worker's physical health, mental health, communication, and public perception, the findings of this study will be able to determine how significantly different the life experience has been and what recommendations can the frontline workers make in order to cope with the situation.
Factors Affecting Academic Performance and Motivation among Holy Cross College Sta. Rosa Grade 12 Students Cordova, Missy S.; Maria, Jercie Mae Sta.; Santos, John Vincent Llenada
EDUCATIO : Journal of Education Vol 7 No 2 (2022): November 2022
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v7i3.802

Abstract

The goal of this study was to identify the elements that contribute to students' academic performance and motivation in Grade 12 Senior High School. The components are divided into five categories: learning skills, parental background, peer influence, teacher quality, and learning infrastructure. To quantitatively assess and analyze the factors, the researcher employed a descriptive-correlational study approach. The findings indicate that respondents descriptively agree on all factors while demonstrating a substantial association with performance and motivation, revealing that the enumerated factors indeed influence performance and motivation.
Access and Influence of the Guidance Office on The Student’s Emotional Needs Santos, John Mark S.; Dadez, Mark Joseph G.; Santos, John Vincent Llenada
EDUCATIO : Journal of Education Vol 8 No 1 (2023): May 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v8i1.1029

Abstract

This study seeks to identify and resolve a variety of issues that students face, including not only their physical behaviors but also their emotional feelings. The study focuses on students' emotions, especially during the pandemic, when many of them are dealing with difficulties that cause stress or uncertainty, and have become a major source of depression, which has been alarming at times. Most students do not go to the guidance office because they are embarrassed or afraid that if other students see them, they will start talking about it. The study also intends to investigate some of the more serious reasons why students keep their problems to themselves rather than seeking assistance or advice from a guidance counselor, determining whether they had encountered more difficulties with Holy Cross College students' emotional problems that resulted in difficult circumstances. Identifying the number of students in the school population who are dealing with difficult situations that are causing them to lose focus in their studies. Respondents will be all third-year college students enrolled at Holy Cross College in Santa Rosa, Nueva Ecija for the academic year 2021-2021. Examining the study's findings, it can analyze and evaluate that data to gain a better understanding of how the guidance counselor comforts and helps students, particularly those who have stopped studying due to their circumstances, but they don't need to be stopped or do things they don't want to do if the guidance counselor comforts and helps them.
Relationship Between Teachers’ Feedback and Students’ Self-Efficacy Among Mathematics Majors Adelante, KC Ann B.; Natalio, Princess R.; Abenes, Krysna Emerald C.; Esguerra, Jomar D. G.; Gomez, Donna Michelle A.; Santos, John Vincent Llenada
EDUCATIO : Journal of Education Vol 9 No 1 (2025): May 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i1.1682

Abstract

This study aims to investigate the relationship between teachers' feedback and students' self-efficacy among 33 Bachelor of Secondary Education students majoring in Mathematics at Holy Cross College, Rosa, N.E. Inc. A correlational research design was employed to examine the variables, with data analyzed using Spearman Rank-Order Correlation. The results revealed a significant positive relationship between teachers' feedback and students' self-efficacy (rho = 0.541, p < 0.001). Additionally, age was found to have a significant relationship with both teachers' feedback and students' self-efficacy. However, no significant relationship was identified between students' year level and self-efficacy. These findings suggest that teachers' feedback plays a crucial role in enhancing students' self-efficacy, highlighting the importance of feedback as a motivational tool in educational settings. The study emphasizes the need for educators to provide timely and constructive feedback to improve students' belief in their own abilities.
Co-Authors Abenes, Krysna Emerald C. Adelante, KC Ann B. Cordova, Missy S. Dadez, Mark Joseph G. Esguerra, Jomar D. G. Gomez, Donna Michelle A. Maria, Jercie Mae Sta. Natalio, Princess R. Rueda, Rezza-Mira I. De Sanchez, Ara Jane J. Santos, John Mark S. Santos, Lara Mae F. Delos