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Caratiquit, Kevin D.
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Mediating effects of protective factors on COVID-19 anxiety and academic performance of K to 12 Filipino Learners: A PLS-SEM analysis with WarpPLS Caratiquit, Kevin D.
Journal of Social, Humanity, and Education Vol. 2 No. 3 (2022): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v2i3.972

Abstract

Purpose: This study investigates the interrelationship among COVID-19 anxiety, mindfulness, COVID-19 information avoidance, preventive behavior, and academic performance. Research methodology: The study assessed protective factors as mediators of COVID-19 anxiety and academic performance using WarpPLS. The study participants were K-12 Filipino students from a secondary school in Cagayan, Philippines, identified through convenience sampling. Results: COVID-19 anxiety, mindfulness, information avoidance, and preventive behavior were found to be negatively correlated. Preventive behavior is associated with improved academic performance. Conversely, there was a negative correlation between mindfulness, COVID-19 information avoidance, and academic performance. The association between COVID-19 anxiety and academic achievement is only mediated by mindfulness and preventive behavior. Limitations: Preventive factors that may affect COVID-19 anxiety and academic achievement are only considered. Also, the participants are limited to a secondary school in Cagayan, Philippines. Contribution: With the pandemic having a substantial influence on the municipality, the study would be helpful to manage and control the effect of the outbreak on the academic performance of the learners.
ChatGPT as an academic support tool on the academic performance among students: The mediating role of learning motivation Caratiquit, Kevin D.; Caratiquit, Lovely Jean C.
Journal of Social, Humanity, and Education Vol. 4 No. 1 (2023): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v4i1.1558

Abstract

Purpose: This study aimed to investigate the mediating role of learning motivation in the association between ChatGPT, which was employed as an academic support tool, and students' academic performance. Methodology/approach: This study employed a mixed-method triangulation research design to investigate the correlation between the use of ChatGPT for academic support, learning motivation, and student performance. The study utilized a mediation analysis employing K.. Preacher and Hayes ’s(2008) Approach. The study comprised a sample of 178 learners enrolled in a secondary educational institution in Lal-lo, Cagayan, the Philippines, and was selected using purposive sampling. Results: The research findings demonstrated that the influence of ChatGPT as an educational aid on students' academic performance is fully mediated by their learning motivation. The utilization of the ChatGPT has been observed to have a positive impact on academic performance by enhancing learning motivation. Effective and ethical employment of ChatGPT plays a significant role in promoting educational progress and enhancing academic achievement among students, thereby fostering their motivation to acquire knowledge. Limitations: This study did not incorporate additional variables that may impact the association between ChatGPT as an academic support tool, learning motivation, and students’ academic performance. Contribution: Understanding the mediating role of learning motivation can offer valuable insights for educational professionals and policymakers to develop effective interventions that utilize AI-based tools to strengthen students' motivation and, as a result, improve their academic performance.
SDO Cagayan's Training Platforms: A Comparative Analysis of Social Presence, Interaction, Collaborative Learning, and Satisfaction Taaca, Andrew Toribio B.; Asuncion, Rex Angel; Caratiquit, Kevin D.
Journal of Social, Humanity, and Education Vol. 6 No. 2 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i2.2678

Abstract

Purpose: This study examined teachers' assessments of online and face-to-face training platforms in the Schools Division Office (SDO) of Cagayan, Philippines, across four dimensions: social presence, social interaction, collaborative learning, and satisfaction. Methodology: This study used a mixed methods sequential explanatory design and involved 388 teachers selected through proportional stratified random sampling. Survey data and qualitative responses from interviews and open?ended questions were analyzed to compare perceptions across training modes, Results: Results showed consistently higher ratings for face-to-face training across all four dimensions, with significant differences favouring in-person interactions. Teachers highlighted stronger interpersonal connections, more effective collaboration, and greater overall satisfaction in face-to-face settings, while acknowledging the accessibility and flexibility of online platforms. Several profile variables, such as ICT skill level and prior training, significantly influenced perceptions. Both modalities presented unique challenges, including engagement and scheduling issues in face-to-face training and device or connectivity issues in online training. Conclusions: This study compared teachers' perceptions of face-to-face and online training. Face-to-face training scored higher in social presence, interaction, and collaboration. Despite the flexibility of online training, it faced challenges. The results suggest that a blended approach would be more effective for teacher development. Limitations: This study focused on teachers' perceptions during SY 2022–2023 and relied primarily on self-report data from an adapted instrument. Contributions: The findings informed the development of policy recommendations to strengthen the implementation of both online and face-to-face training programs.
Co-Authors Asuncion, Rex Angel Caratiquit, Lovely Jean C. Taaca, Andrew Toribio B.