Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal East Asian Journal of Multidisciplinary Research (EAJMR) International Journal of Contemporary Sciences (IJCS)
Jugas, Ralph Jade M.
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering

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Jiving and Utilizing Gamification Activities in Science (JUGAS): An Intervention in Improving Grade 11 Students’ Conceptual Understanding Jugas, Ralph Jade M.
East Asian Journal of Multidisciplinary Research Vol. 3 No. 10 (2024): October 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/eajmr.v3i10.11327

Abstract

This action research explores the effectiveness of Project JUGAS in enhancing Grade 11 HUMSS students' understanding of Earth and Life Science. Using an explanatory sequential design, the study assessed pretest and posttest scores of students engaged in gamification activities—cabbage relay, geologic crossword puzzles, science mystery stations, and impromptu speech spinners—over four weeks. Results show a significant improvement in mean scores (p=0.00***) with a large effect size (d=0.92). Qualitative analysis identified six key themes: fun and interactive, engaging and motivating, challenging, collaborative, mastery of learning, and progression with rewards. The joint display confirmed that these qualitative themes support the quantitative data, demonstrating Project JUGAS's effectiveness as a pedagogical strategy.
Boosting Reading Comprehension Performance: The Impact of Metacognitive Reading Strategies on Grade 11 Students Jugas, Ralph Jade M.
International Journal of Contemporary Sciences (IJCS) Vol. 2 No. 1 (2024): November 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijcs.v2i1.12033

Abstract

This study investigates the impact of metacognitive reading strategies on enhancing the reading comprehension of Grade 11 HUMSS students in the Reading and Writing Skills subject at i-Link College of Science and Technology in SY 2023-2024. Using an explanatory sequential research design over four weeks, strategies such as SQ3R, inferring and predicting, visualizing, and summarizing were applied. Pretest and posttest scores were analyzed, revealing significant improvement (p=0.00) with a large effect size (d=0.82). Focus Group Discussion highlighted seven themes, including confidence, engagement, and self-efficacy. A joint display confirmed alignment between quantitative and qualitative findings, indicating that metacognitive strategies effectively boost reading comprehension and academic performance, offering a promising approach for pedagogical enhancement.
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