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All Journal Journal of Education and Learning (EduLearn) Jurnal Pendidikan Progresif
Patalinghug, Haidee Fuentes
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Humanities Education Library & Information Science Social Sciences Other

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Students’ Satisfaction on School Services in a State College in the Philippines Patalinghug, Mark Erana; Hortilano, Joan; Repaso, Ernil; Mollona, Angel; Patalinghug, Haidee Fuentes
Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Students’ Satisfaction on School Services in a State College in the Philippines. Objective: This study was purposely conducted to determine the satisfaction level of Bachelor of Science in Criminology students on the school services offered in J.H. Cerilles State College (JHCSC), Philippines in 2019. Methods: This is a descriptive type of research utilizing a modified-validated questionnaire from the working guide of the accreditors in the Accrediting Agency of Chartered Colleges and Universities in the Philippines, Inc. (AACCUP). Frequency Counts, Percentage, and Weighted Average Mean were used in analyzing the data. Total enumeration was used as the sampling methodology. A total of 152 criminology students were identified as the respondents of the study. Findings: Results show that library and guidance services have the highest level of satisfaction rating while school canteen and criminology laboratory have the lowest students’ satisfaction. Conclusion: The students were satisfied with the services offered by those offices that directly attended to their academic and emotional needs. Keywords: students satisfaction, school services, services quality, higher education institution. DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202103
YouTube as a Web-Based Instructional Tool in Higher Education: Technology-Enabled Learning during the Covid-19 Pandemic Patalinghug, Haidee Fuentes; Patalinghug, Mark Erana
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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YouTube as a Web-Based Instructional Tool in Higher Education in Technology Enabled Learning (TEL) during the Covid-19 Pandemic. Objectives: YouTube became an alternative to face-to-face teaching during COVID-19, although its use among Bachelor of Science in Criminology students is sparse. This study evaluated YouTube as an instructional tool for Technology-Enabled Learning (TEL). Methods: This survey randomly sampled 281 BS Criminology students. Frequency, mean, percentage, and ANOVA were used in analyzing the data. Findings: Results disclosed that the students utilized YouTube. However, females have a longer time of Youtube usage than males to search for information for academic studies and enrich their general knowledge. Demographics have no influence on the acceptability of YouTube for TEL.  Higher acceptability of YouTube for TEL was seen among students who used it frequently and for an extended length of time. Conclusion: Using YouTube as a web-based instructional tool could improve students’ sociability, grades, motivation to learn, and curriculum delivery when utilized in TEL. Keywords: youtube, acceptability, technology-enabled learning, online learning.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202210
Faculty perspectives on research and extension in higher education: a mixed-methods study Patalinghug, Haidee Fuentes; Patalinghug, Mark Erana
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22517

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This research employed an exploratory sequential mixed-methods design to comprehensively investigate the research and extension (RE) functions within a higher education institutions (HEIs). The study unfolded in 2 distinct phases, commencing with a qualitative exploration of HEIs faculty perspectives from one of the HEIs in Zamboanga del Sur, Philippines. This qualitative phase, facilitated by expert-validated in-depth interviews (IDI), uncovered insights into faculty experiences, challenges, and potential interventions related to RE functions. The qualitative data were collected through the interview of 5 purposively selected faculty as participants of the study using semi-structured interview guide questions. Transitioning seamlessly, the subsequent quantitative phase involved 31 participants across academic ranks, assessing faculty productivity, knowledge, and skills in these functions. Stringent validation processes, including expert validation of interview protocols and statistical reliability checks for survey instruments, underscored the research’s methodological rigor. Despite faculty recognition of the value of RE, engagement remained compliance-driven, revealing underlying challenges such as limited expertise and institutional expectations. Proposed interventions centered on mentoring, skill development, and creating a supportive environment. Proficiency gaps identified in statistical tools and international conference presentations suggested targeted training needs. The study underscored the importance of aligning faculty engagement with intrinsic motivation and institutional goals, paving the way for future investigations into motivational influences and the intricate dynamics of RE practices in HEIs.
Co-Authors Hortilano, Joan Mollona, Angel Patalinghug, Mark Erana Repaso, Ernil