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This Author published in this journals
All Journal IRJE (Indonesian Research Journal in Education) Indonesian Journal of Education Research (IJoER)
REGIDOR G. GABOY
Central Luzon State University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Young Agriculturists’ Journey: The Agricultural Science and Technology School Tracer Study REGIDOR G. GABOY; TEODORA T. BATTAD; SOLEDAD S. MINA-ROGUEL; ROJELITO F. SISON
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1329.039 KB) | DOI: 10.22437/irje.v3i2.7898

Abstract

This study traced the graduates of Agricultural Science and Technology School (ASTS) in the Philippines using survey research. Majority of the 130 graduates were female and those who pursued college studies were taking-up agriculture-related courses. They oftentimes recognize the relevance of their learning from ASTS to their present undertakings. Hands-on experiences in doing projects had influence on the present occupational status of the graduates. Majority of the self-employed graduates are into agriculture-related endeavors. Work independence was considered the primary competency that they have gained from ASTS. They also strongly agreed on the competencies of the teacher as well as the facilities and equipment of the school. Agriculture is strongly important to the graduates and learning agricultural science in high school helped them get a good job. The field of agriculture was also found attractive for female students in the high school level. Students may also earn while studying. School administrators may adopt the curriculum being implemented by ASTS to maximize the opportunities of students to venture in the agriculture industry.
Learning With AI: The Impact of ChatGPT and QuillBot to Approaches to Learning (ATL) Skills of Students Mary Joy Cabreza Juntarciego; Regidor G. Gaboy; Ma. Ruby Hiyasmin M. Delos Santos; Leila M. Collantes
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1293

Abstract

Purpose of the study: This study aimed to determine the experiences and perspectives of students of Second Language English (ESL) or English as Foreign Language (EFL) Year 2 International Baccalaureate Diploma Programme (IB DP), on how Artificial Intelligence - powered assisted tools impact their Approaches to Learning (ATL) skills. Methodology: This study adopted a narrative approach, an appropriate theoretical basis with Braun and Clarke's Thematic Analysis for qualitative data to uncover codes, sub themes and themes. The method used to gather data was a face-to-face Focus Group Discussion (FGD) with thirteen Year 2 IB DP students (Grade 12) participants. The FGD was recorded and transcribed. Main Findings: The use of Artificial Intelligence tools had positive impact to a lesser extent and temporarily helpful on their thinking, research and writing skills, with highly positive effect to self-management skills but detrimental in the long term. Overall, AI tools can cause adverse effects on the users, but if it is properly integrated and correctly use with appropriate guidelines, AI tools have the potential to be beneficial for learners. Novelty/Originality of this study: This study explores the impact of specific AI tools, ChatGPT and QuillBot, on the Approaches to Learning skills of students at an IB world school. This study focused on writing, thinking, research, and self-management skills from the perspective of students, themselves, hence, offering insights how AI tools enhance or degrade skills that could shape future educational policies.
Co-Authors Leila M. Collantes Ma. Ruby Hiyasmin M. Delos Santos Mary Joy Cabreza Juntarciego ROJELITO F. SISON SOLEDAD S. MINA-ROGUEL TEODORA T. BATTAD