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All Journal Journal of Social Knowledge Education (JSKE) Indonesian Journal of Education Research (IJoER)
Obenza, Brandon N.
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analyzing University Students’ Attitude And Behavior Towards Jesi Program Using Technology Acceptance Model Obenza, Brandon N.; Galido, June Clyde A.; Madridano, Tristan John M.; Mocallay, Kris Bryan V.; Quio, Kenta; Rojo, Erika Mae H.; Sedot, Jilian C.
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.v6i2.1402

Abstract

Purpose of the study: This study aimed to examine university students’ attitudes and behavioral intentions toward the JESI Interactive Learning Module using the Technology Acceptance Model (TAM), focusing on perceived ease of use and perceived usefulness. Methodology: A structured 5-point Likert scale questionnaire adapted from Davis (1989) was distributed via Google Forms. A total of 269 university students were selected using stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4.0 and descriptive statistics via Jamovi software. Main Findings: The findings revealed that PU (β = 0.495, p < 0.000) has significant direct effects toward attitude, while PEOU (β = 0.117, p < 0.144) has no significant direct effects toward attitude. Additionally, attitude (β = 0.594, p < 0.00) has also been found to have a significant direct effect toward behavioral intention to use. Additionally, the structural model demonstrated a good-fit in all PLS-SEM indices. Novelty/Originality of this study: This study is the first to apply TAM to evaluate JESI, a context-specific ILM in Philippine higher education. It advances theoretical understanding of technology acceptance and offers practical insights for improving ILM design and adoption across similar digital platforms in higher education institutions.
Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy Obenza, Brandon N.; Fordan, Marlou Jay G.; Tripole, Jianna Mae S.; Cantor, Frankie Dawn Erica C.; Parantar, Archer James G.; Florenosos, Alexis Joseph M.; Ando, Aice Jean B.; Reyes, Apple Mae C.; Sumayo, Gideon S.
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1422

Abstract

Purpose of the study: This study aimed to examine the mediating role of academic procrastination in the relationship between academic stress and burnout among college students in Regions XI and XII, Philippines. Methodology: The study employed a quantitative, non-experimental correlational design. Data were collected through an online survey consisting of 64 items rated on a 5-point Likert scale. A sample of 250 college students was selected using stratified random sampling, and data were analyzed using SmartPLS 4.0 and bootstrapping with 5,000 resamples. Main Findings: The results showed that academic stress significantly predicts burnout (β = 0.394, p < 0.001), while procrastination mediates this relationship by amplifying stress and increasing emotional exhaustion (β = 0.411, p < 0.001). These findings highlight stress as a critical factor in driving burnout and demonstrate the importance of addressing procrastination to improve student well-being. Novelty/Originality of this study: This study advances knowledge by exploring the mediating role of procrastination in the stress-burnout relationship, which has been underexplored in the literature. It highlights practical implications for community-based education policies and strategies to enhance student resilience and mitigate burnout in academic settings.
Analyzing University Students’ Attitude And Behavior Towards Jesi Program Using Technology Acceptance Model Obenza, Brandon N.; Galido, June Clyde A.; Madridano, Tristan John M.; Mocallay, Kris Bryan V.; Quio, Kenta; Rojo, Erika Mae H.; Sedot, Jilian C.
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.v6i2.1402

Abstract

Purpose of the study: This study aimed to examine university students’ attitudes and behavioral intentions toward the JESI Interactive Learning Module using the Technology Acceptance Model (TAM), focusing on perceived ease of use and perceived usefulness. Methodology: A structured 5-point Likert scale questionnaire adapted from Davis (1989) was distributed via Google Forms. A total of 269 university students were selected using stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4.0 and descriptive statistics via Jamovi software. Main Findings: The findings revealed that PU (β = 0.495, p < 0.000) has significant direct effects toward attitude, while PEOU (β = 0.117, p < 0.144) has no significant direct effects toward attitude. Additionally, attitude (β = 0.594, p < 0.00) has also been found to have a significant direct effect toward behavioral intention to use. Additionally, the structural model demonstrated a good-fit in all PLS-SEM indices. Novelty/Originality of this study: This study is the first to apply TAM to evaluate JESI, a context-specific ILM in Philippine higher education. It advances theoretical understanding of technology acceptance and offers practical insights for improving ILM design and adoption across similar digital platforms in higher education institutions.
Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy Obenza, Brandon N.; Fordan, Marlou Jay G.; Tripole, Jianna Mae S.; Cantor, Frankie Dawn Erica C.; Parantar, Archer James G.; Florenosos, Alexis Joseph M.; Ando, Aice Jean B.; Reyes, Apple Mae C.; Sumayo, Gideon S.
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i2.1422

Abstract

Purpose of the study: This study aimed to examine the mediating role of academic procrastination in the relationship between academic stress and burnout among college students in Regions XI and XII, Philippines. Methodology: The study employed a quantitative, non-experimental correlational design. Data were collected through an online survey consisting of 64 items rated on a 5-point Likert scale. A sample of 250 college students was selected using stratified random sampling, and data were analyzed using SmartPLS 4.0 and bootstrapping with 5,000 resamples. Main Findings: The results showed that academic stress significantly predicts burnout (β = 0.394, p < 0.001), while procrastination mediates this relationship by amplifying stress and increasing emotional exhaustion (β = 0.411, p < 0.001). These findings highlight stress as a critical factor in driving burnout and demonstrate the importance of addressing procrastination to improve student well-being. Novelty/Originality of this study: This study advances knowledge by exploring the mediating role of procrastination in the stress-burnout relationship, which has been underexplored in the literature. It highlights practical implications for community-based education policies and strategies to enhance student resilience and mitigate burnout in academic settings.
Co-Authors Ando, Aice Jean B. Cantor, Frankie Dawn Erica C. Florenosos, Alexis Joseph M. Fordan, Marlou Jay G. Galido, June Clyde A. Madridano, Tristan John M. Mocallay, Kris Bryan V. Parantar, Archer James G. Quio, Kenta Reyes, Apple Mae C. Rojo, Erika Mae H. Sedot, Jilian C. Sumayo, Gideon S. Tripole, Jianna Mae S.