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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Education Research (IJoER)
Fernando, Daniel S.
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Examining Students’ Motivation Towards Learning Science and Their Subject Experiences in Earth Science Fernando, Daniel S.; Bangcaya, Mary Grace B.
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 4 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i4.2014

Abstract

Purpose of the study: This study examined the motivation towards learning science and experience in the Earth Science subject among students when considered as a whole and grouped by sex and academic performance. Additionally, it examined the differences in motivation towards learning science and experience in the Earth Science subject when grouped by demographics. Methodology: The study utilized a quantitative research design, particularly a descriptive comparative approach. The respondents were 115 randomly stratified sampled Grade 12 STEM students. A 35-item standardized questionnaire was used to assess students’ level of motivation and a 25-item adopted instrument was used to evaluate their subject experiences. Frequency count, percentages, Mean, Standard Deviation, Mann-Whitney U test, and Kruskal-Wallis H test were utilized. Main Findings: Hence, the students demonstrated a high level of motivation towards learning science. Likewise, the students reported a high level of experience in Earth Science, indicating that most perceived themselves as having engaged substantially. Meanwhile, the analysis revealed no significant differences in terms of sex for most motivational dimensions, except for the achievement goal. In terms of academic performance, the results showed there was no significant difference in performance goals. Additionally, there were no significant differences in the level of experience in the Earth Science subject based on the demographics. Novelty/Originality of this study: The study is novel as it may serve as valuable input for science teachers in enhancing Earth Science instruction. It may inform the development of more effective teaching strategies that foster students motivation and engagement in science learning.
Student teachers’ technological pedagogical content knowledge: assessment in a private school Fernando, Daniel S.; Santos, Ana Linda O.; Labanon, Narlie M.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.37374

Abstract

This study assessed the technological pedagogical content knowledge (TPACK) among student-teachers in a private school during the academic year 2025-2026. Additionally, it examined the differences in the level of TPACK among the student teachers when grouped by demographics. A quantitative descriptive-comparative research design was employed. The study was participated in by a total of 103 student-teachers. A 47-item adopted instrument was used to collect the data, utilizing a 5-point Likert scale. The descriptive and comparative analyses were employed. Mean, standard deviation, and the Mann-Whitney U test were used. The whole process of this study adhered to the ethical guidelines. Generally, the findings showed that the student teachers obtained high mean scores (M=4.10, SD=0.50) in TPACK. Notably, their technological pedagogical knowledge was rated very high (M=4.31, SD=0.50). Additionally, the results revealed no significant differences (U=380.000, p=0.340) between male and female across all components of TPACK. However, significant differences were observed in pedagogical knowledge (U=881.000, p=0.029) and pedagogical content knowledge (U=903.000, p=0.039) when grouped according to program. The findings imply that the Department of Teacher Education is encouraged to continue to strengthen the integration of technology in pedagogy and content instruction to sustain and further enhance student teachers’ technological competence.
Co-Authors Bangcaya, Mary Grace B. Labanon, Narlie M. Santos, Ana Linda O.