Article Per Year (5 Year)
p-Index From 2021 - 2026
1.259
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Multidisciplinary: Applied Business and Education Research
Honra, Joelash R.
Unknown Affiliation
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Library & Information Science Medicine & Pharmacology Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
RETRACTION NOTICE TO "Development and Validation of a Scale to Measure Academic Resilience of Students" Honra, Joelash R.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 1 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.01.14

Abstract

This article entitled “Development and Validation of a Scale to Measure Academic Resilience of Students” (2024), authored by Joelash R. Honra, published in Vol. 5, No. 1 of International Journal of Multidisciplinary: Applied Business and Education Research. 5(1), 140 – 149 has beenretracted as requested by the authors.
RETRACTION NOTICE TO "Exploring Unconventional Paths: Narratives of Science Appreciation Among Non-STEM Students" Honra, Joelash R.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 1 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.01.22

Abstract

This article entitled “Exploring Unconventional Paths: Narratives of Science Appreciation Among Non-STEM Students” (2024), authored by Joelash R. Honra & Edwin R. Arboleda, published in Vol. 5, No. 1 of International Journal of Multidisciplinary: Applied Business and Education Research. 5(1), 216 – 235 has been retracted as requested by the authors.
Fortifying learners’ self-regulation in biology through career-oriented teaching Honra, Joelash R.; Monterola, Sheryl Lyn C.; T. Yangco, Rosanelia
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30324

Abstract

Incorporating career-oriented teaching (COT) in technical-vocational education addresses challenges in graduates’ job readiness by emphasizing practical skills aligned with career interests. This study investigates the impact of COT on students’ self-regulation in biology, which is crucial for academic and career success. Quantitative analysis reveals that COT significantly enhances self-regulation skills, including decision-making, goal orientation, impulse control, and self-direction, compared to conventional science teaching (CST). Qualitative responses underscore the positive influence of COT on decision-making and goal orientation, with students setting positive goals and exhibiting improved impulse control. Moreover, COT fosters self-direction, promoting autonomy and responsibility for learning. These findings emphasize the importance of innovative teaching approaches like COT in developing students’ self-regulation abilities and preparing them for the demands of the modern workforce. Integrating concrete, problem-based tasks in COT and teacher training can further enhance its effectiveness in developing specialized skills and self-regulation. This research contributes valuable insights into instructional practices’ role in shaping students’ self-regulation and highlights the need to explore further innovative teaching strategies to support students’ holistic development.
Predicting integrated biology-technical-vocational skills through self-regulation in career-oriented pedagogy Honra, Joelash R.; Monterola, Sheryl Lyn C.; Yangco, Rosanelia T.
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22794

Abstract

This study addresses the critical issue of enhancing students’ integrated biology-technical-vocational skills, essential for career readiness, by investigating the predictive role of self-regulation within a career-oriented pedagogical framework. Self-regulation, encompassing decision-making, goal orientation, impulse control, and self-direction, is recognized as vital for both academic achievement and career preparedness. Despite its importance, there is a gap in the literature regarding its influence on the development of integrated skills. To bridge this gap, the study employs a quasi-experimental design, utilizing analysis of variance (ANOVA) and simple linear regression on data from a representative sample. The findings reveal that self-regulation significantly predicts the acquisition of these integrated skills. The study concludes that enhancing self-regulation through targeted educational interventions is crucial for fostering students’ career-oriented skills. These insights contribute to educational psychology by highlighting the importance of self-regulation in skill development, offering practical implications for improving academic and vocational outcomes. Future research should further explore these relationships and their practical applications in educational settings.
Forecasting cognitive flexibility through academic resilience in design thinking-enhanced biology lessons Honra, Joelash R.; Monterola, Sheryl Lyn C.
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22909

Abstract

This study investigates the predictive relationship between academic resilience and cognitive flexibility among students in biology lessons enhanced by design thinking. Using an embedded quasi-experimental design, we compared the effects of design thinking-enhanced lessons with conventional engage, explore, explain, elaborate, evaluate (5E)-based instruction on students' cognitive flexibility and academic resilience. The sample consisted of 97 students divided into experimental and control groups. Pre-test scores were analyzed using descriptive statistics and Levene's tests, confirming initial comparability. The normality of data was verified with the Shapiro-Wilk test. Regression analysis revealed that academic resilience significantly predicts cognitive flexibility, with resilience accounting for approximately 33.7% of the variance in cognitive flexibility. These findings underscore the importance of fostering academic resilience to enhance cognitive flexibility, mainly through innovative teaching methods like design thinking. The implications of this study suggest that integrating design thinking into biology education can effectively develop cognitive and emotional skills, better preparing students for complex problem-solving and adaptive learning. The study contributes to the literature by providing empirical evidence on the role of academic resilience in predicting cognitive flexibility. It offers practical recommendations for educators to incorporate resilience-building activities into their curricula. Further research is recommended to explore additional predictors of cognitive flexibility and their educational implications.
Thinking without limits: developing and validating a transdisciplinary thinking scale for Filipino students Honra, Joelash R.; Monterola, Sheryl Lyn C.
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22792

Abstract

Transdisciplinary thinking is crucial for addressing global challenges, yet standardized assessment tools for high school students are lacking. This study addresses this gap by developing and validating a transdisciplinary thinking scale (TTS) tailored for this demographic. Following established methodologies, the TTS was crafted through expert interviews, resulting in a 20-item scale. A pilot test with 402 senior high school students showed strong internal consistency (Cronbach’s Alpha=0.920) and a multidimensional structure: integrative thinking, inquiry skills, and collaborative problem-solving. The TTS supports existing models of transdisciplinary cognition, emphasizing it is multifaceted nature. This scale offers educators a reliable tool to assess and foster transdisciplinary thinking skills. Integrating TTS-informed pedagogies can better prepare students for the complexities of the 21st century, promoting integrative and collaborative problem-solving. Validating the TTS marks a significant advance in educational research, promoting integrative thinking essential for addressing contemporary challenges
Examining Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) in Remote Teaching and Learning Modality Honra, Joelash R.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 12 (2022): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.12.07

Abstract

This study examined the teachers’ technological, pedagogical, and content knowledge (TPACK) in the remote teaching and learning modality. Specifically, it sought to find out if gender (male and female) and age groups (Gen Z, Millenial, and Gen X) have significant differences in the respondents’ TPACK skills and if their attendance in the in-service training could cause a significant change in the perceptions of the said skills. The study followed the quantitative survey research design. An adapted research instrument was used to evaluate respondents’ perceptions of TPACK abilities during the remote teaching and learning modality. The Mann-Withney u test was used to determine if the gender (male and female) would significantly differ in TPACK. While Kruskal-Wallis H test was used to analyze if the age groups (Gen Z, Millennial, and Gen X) show significant differences in the respondents’ TPACK skills. To assess a significant change in the respondents’ attendance in the in-service training, the McNemar change test was used. The study sample comprised 60 teachers from several public high schools in Makati City teaching remotely during the pandemic. Based on the results, gender did not show a significant difference in the TPACK abilities of the respondent. While no significant difference was established among the age groups regarding their TPACK skills, one domain (technological knowledge) of TPACK revealed significant results among the age groups. Moreover, it was also proven that respondents showed significant changes in their TPACK skills before and after attending the in-service training. Therefore, this study recommends creating learning communities among teachers of different gender and age groups to share their best practices during the remote learning setup to help improve others' TPACK skills. Also, it is recommended that the school administrations prioritize teachers’ professional development by providing them with vital training and seminars to improve the said skills.
Co-Authors Monterola, Sheryl Lyn C. T. Yangco, Rosanelia Yangco, Rosanelia T.