Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Journal of Educational Technology and Learning Creativity
Cortes, Sylvester T
Unknown Affiliation
Computer Science & IT Education

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
An ADDIE-Based Development and Evaluation of a Mobile Learning Environment for Enhancing Biology Students’ Self-Regulation, Motivation, and Achievement in Benthic Macrofauna Identification Moradas, Jessan D; Cortes, Sylvester T
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2638

Abstract

Purpose of the study: This study examines the design, development, implementation, and evaluation of a Mobile Learning Environment (MLE) and its impact on biology students’ self-regulation, motivation, and achievement, based on Self-Determination Theory. Methodology: Guided by the ADDIE model, the study employs a developmental research design using a researcher-developed MLE (Android-based) for species identification. A paired sample t-test was used to analyze significant differences in students' self-regulation, motivation, and achievement. Scope reviews were conducted to identify gaps and solutions through in-depth focus group discussions among biology students. Main Findings: Results showed significant improvements across all measures (all p < .001). Self-regulation increased (autonomous: d ≈ 1.87; controlled: d ≈ 1.43). Motivation improved across dimensions: attention (3.62–4.70, d ≈ 1.51), relevance (3.91–4.79, d ≈ 1.41), confidence (3.76–4.58, d ≈ 1.31), and satisfaction (3.75–4.72, d ≈ 1.48). Achievement showed large gains (common names: d ≈ 1.60; scientific names: d ≈ 2.20). The MLE was highly rated in engagement (M = 4.76), functionality (M = 4.50), and information quality (M = 4.72). Psychological need satisfaction was also high (autonomy: M = 6.51; competence: M = 6.60; relatedness: M = 5.96). Novelty/Originality of this study: The development of a context-specific MLE for species identification of benthic macrofauna integrated in enhanced Teaching–Learning Sequences advances existing knowledge by providing an empirically validated, learner-centered digital tool for species identification with engaging features and contents, addressing gaps in both traditional and mobile-assisted taxonomy learning at the tertiary level.
Evolving Science Teacher Professional Development in Asia: A Comparative Mapping of Southeast and East Asian Research Cortes, Sylvester T; Lorca, Anne S; Caballero, Joed E; Retubado, Zerry Ayn Z; Colita, Lea B; Tubog, Ryan G; Pineda, Hedeliza A
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2683

Abstract

Purpose of the study: This study aims to explore and compare the development trajectories, collaboration structures, and thematic emphases of professional development research for in-service science teachers in Southeast Asia and East Asia, providing insights into how Professional Development (PD) scholarship has evolved across the two regions from 2015 to 2025. Methodology: A comparative bibliometric analysis was conducted using 87 Scopus-indexed publications (2015–2025). Biblioshiny (RStudio) and VOSviewer were used to examine publication trends, authorship networks, institutional and international collaborations, and thematic evolution of professional development research for in-service science teachers in Southeast Asia and East Asia. Main Findings: Results reveal distinct yet complementary orientations. Southeast Asia’s research is largely practice-oriented, reform-driven, and community-based, emphasizing teacher agency, STEM education, and action research. East Asia’s studies are more conceptually grounded, technologically integrated, and methodologically cohesive, reflecting strong engagement with frameworks such as TPACK, argumentation, AI in teaching, and sustained quality assurance in professional development research. Novelty/Originality of this study: This study offers a region-to-region comparative bibliometric mapping of science teacher professional development research in Southeast Asia and East Asia. Through integration of collaboration patterns, thematic evolution, and policy-linked orientations, it advances understanding of regional strengths and proposes a trans-Asian professional development framework that bridges participatory reform with analytical rigor.
An ADDIE-Based Development and Evaluation of a Mobile Learning Environment for Enhancing Biology Students’ Self-Regulation, Motivation, and Achievement in Benthic Macrofauna Identification Moradas, Jessan D; Cortes, Sylvester T
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2638

Abstract

Purpose of the study: This study examines the design, development, implementation, and evaluation of a Mobile Learning Environment (MLE) and its impact on biology students’ self-regulation, motivation, and achievement, based on Self-Determination Theory. Methodology: Guided by the ADDIE model, the study employs a developmental research design using a researcher-developed MLE (Android-based) for species identification. A paired sample t-test was used to analyze significant differences in students' self-regulation, motivation, and achievement. Scope reviews were conducted to identify gaps and solutions through in-depth focus group discussions among biology students. Main Findings: Results showed significant improvements across all measures (all p < .001). Self-regulation increased (autonomous: d ≈ 1.87; controlled: d ≈ 1.43). Motivation improved across dimensions: attention (3.62–4.70, d ≈ 1.51), relevance (3.91–4.79, d ≈ 1.41), confidence (3.76–4.58, d ≈ 1.31), and satisfaction (3.75–4.72, d ≈ 1.48). Achievement showed large gains (common names: d ≈ 1.60; scientific names: d ≈ 2.20). The MLE was highly rated in engagement (M = 4.76), functionality (M = 4.50), and information quality (M = 4.72). Psychological need satisfaction was also high (autonomy: M = 6.51; competence: M = 6.60; relatedness: M = 5.96). Novelty/Originality of this study: The development of a context-specific MLE for species identification of benthic macrofauna integrated in enhanced Teaching–Learning Sequences advances existing knowledge by providing an empirically validated, learner-centered digital tool for species identification with engaging features and contents, addressing gaps in both traditional and mobile-assisted taxonomy learning at the tertiary level.
Evolving Science Teacher Professional Development in Asia: A Comparative Mapping of Southeast and East Asian Research Cortes, Sylvester T; Lorca, Anne S; Caballero, Joed E; Retubado, Zerry Ayn Z; Colita, Lea B; Tubog, Ryan G; Pineda, Hedeliza A
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2683

Abstract

Purpose of the study: This study aims to explore and compare the development trajectories, collaboration structures, and thematic emphases of professional development research for in-service science teachers in Southeast Asia and East Asia, providing insights into how Professional Development (PD) scholarship has evolved across the two regions from 2015 to 2025. Methodology: A comparative bibliometric analysis was conducted using 87 Scopus-indexed publications (2015–2025). Biblioshiny (RStudio) and VOSviewer were used to examine publication trends, authorship networks, institutional and international collaborations, and thematic evolution of professional development research for in-service science teachers in Southeast Asia and East Asia. Main Findings: Results reveal distinct yet complementary orientations. Southeast Asia’s research is largely practice-oriented, reform-driven, and community-based, emphasizing teacher agency, STEM education, and action research. East Asia’s studies are more conceptually grounded, technologically integrated, and methodologically cohesive, reflecting strong engagement with frameworks such as TPACK, argumentation, AI in teaching, and sustained quality assurance in professional development research. Novelty/Originality of this study: This study offers a region-to-region comparative bibliometric mapping of science teacher professional development research in Southeast Asia and East Asia. Through integration of collaboration patterns, thematic evolution, and policy-linked orientations, it advances understanding of regional strengths and proposes a trans-Asian professional development framework that bridges participatory reform with analytical rigor.
Co-Authors Caballero, Joed E Colita, Lea B Lorca, Anne S Moradas, Jessan D Pineda, Hedeliza A Retubado, Zerry Ayn Z Tubog, Ryan G