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Journal of Social, Humanity, and Education
Published by Goodwood Publishing
ISSN : -     EISSN : 2746623X     DOI : https://doi.org/10.35912/jshe
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
The Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to social sciences, humanities, communication, language, literature, political science, and education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol. 6 No. 2 (2026): February" : 5 Documents clear
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.
The Department of Education Computerization Program (DCP): Evaluating its Effectiveness and the Challenges Faced by Public Schools Campanilla, Norveen S.; Medrano, John David B.
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.v6i2.2752

Abstract

Purpose: This study aimed to evaluate the overall impact and effectiveness of the DepEd Computerization Program (DCP) in enhancing the educational experience, identifying challenges, and understanding the factors influencing its successful implementation in schools. Research Methodology: The study evaluated the effectiveness of the DepEd Computerization Program using a mixed-methods approach, combining quantitative survey data from school ICT coordinators with qualitative insights from interviews and focus groups, identifying areas of consensus and divergence. Results: The DepEd Computerization Program significantly enhanced the quality of education by integrating ICT into teaching and learning and improving ICT literacy among learners, teachers, and school heads. However, challenges such as broken outlets and inadequate ventilation pose safety risks and limit the program effectiveness. To sustain and further enhance the program, continuous ICT training, skill development, and better maintenance of infrastructure are essential. Conclusions: The DepEd Computerization Program is highly effective in improving teaching, learning, and ICT literacy. Despite minor infrastructure challenges, continuous training and maintenance are essential to sustain its long-term impact. Limitations: The study evaluates the overall impact and effectiveness of the DepEd Computerization Program (DCP) in enhancing the educational experience, identifying challenges, and understanding the factors influencing its successful implementation, particularly in schools in Allacapan and Aparri Districts. Contributions: Based on the study's findings and conclusions, it is recommended that the Department of Education (DepEd) and the DCP organize continuous training for educators and involve the community in fostering a supportive environment for ICT integration in the classroom. Additionally, schools should establish regular maintenance schedules for ICT equipment, enhance teaching practices with interactive approaches, and collaborate with other institutions.
Teacher-Student Interaction and Students' Motivation as Predictors of Students' Mathematics Achievement Delos Santos, Brent Diesel Jake; Badayos, Samantha Maricon; Beller, Jonalyn; Ponce, Priscilla Mae; Cagas, Leslie; Jamara, Abdul
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.v6i2.3807

Abstract

Purpose: This study aimed to determine whether teacher-student interaction and students' motivation are significant predictors of students' mathematics achievement. Research Methodology: A quantitative descriptive correlational approach was used, with stratified random sampling to select 120 first- and second-year BSED-Mathematics students from Davao del Norte State College. Three sets of validated questionnaires were used to measure the variables. Statistical analyses included mean, standard deviation, Pearson’s r, and multiple linear regression. Results: Significant positive relationships were found between teacher-student interaction (r = 0.716, p < 0.01) and students’ motivation (r = 0.714, p < 0.01) and mathematics achievement. Both teacher-student interaction (? = 0.417) and students' motivation (? = 0.412) were significant predictors of mathematics achievement. The adjusted R-squared value of 0.585 indicates that 58.5% of the variation in mathematics achievement was explained by the model. Conclusions: Teacher-student interaction and student motivation are significant predictors of mathematics achievement among first- and second-year BSED-Mathematics students. Limitations: The study sample was limited to 120 students from a single institution, which limited generalizability. The researcher-made 50-item test for "mathematics achievement" had limitations, particularly after the post-hoc analysis removed 23 items. Contributions: This study emphasizes the importance of teacher-student interaction and student motivation as key factors influencing mathematics achievement.
The Role of Religious Leaders in Conflict Resolution in Papua Tilaar, Rano M.A.
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.v6i2.3849

Abstract

Purpose: This study examines the role of religious leaders in conflict resolution in Papua, focusing on their strategies and social legitimacy in mediating relationships among communities, the government, and armed groups. Research Methodology: This study employed a qualitative approach grounded in conflict resolution theory and local actor-based peacebuilding perspectives. Data were collected through field observations, limited participation, and in-depth interviews with church leaders, Muslim figures, and indigenous customary leaders who were involved in mediation and peace. The data were analyzed qualitatively using an ethnographic approach involving systematic coding and thematic interpretation to identify patterns related to mediation strategies, social legitimacy, and trust-building processes. Results: The findings indicate that religious leaders serve as trusted moral mediators within their communities. Their roles include facilitating dialogue, advocating for humanitarian concerns, maintaining informal communication across conflicting parties, and strengthening social cohesion through religious activities and peace education. Their community-based authority enables them to operate effectively in a polarized conflict setting. Conclusions: Religious leaders remain important actors in advancing reconciliation and supporting sustainable peace in Papua. Their moral authority and strong community ties allow them to maintain dialogue and foster trust, despite ongoing political and security challenges. Limitations: Limited access to certain conflict areas and the relatively small number of participants may have affected the broader applicability of the findings. Contributions: This study contributes empirical insights into the role of locally embedded religious actors in peacebuilding processes within plural and conflict-affected societies.
Managing International Students in Chinese Universities: A Review of Policies, Practices, and Challenges Masud, Nuruddin Ahmed; Subarna, MST Taherun Nesa; San, San Su Su; Kim, Ki Bong
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.v6i2.3866

Abstract

Purpose: This study systematically reviews the existing research on the management of international students in Chinese Universities and examines national policy frameworks, institutional practices, and implementation challenges within the broader context of higher education internationalization. Methodology: A PRISMA-guided systematic review was conducted on English-language, peer-reviewed articles and policy documents published between 2013 and 2026. The selected studies were analyzed using thematic synthesis to identify recurring patterns across policy, institutional, and student experience dimensions. Results: The findings indicate that China has developed a comprehensive regulatory framework governing admissions, visas, scholarships, and quality assurance. However, institutional implementation varies substantially, resulting in uneven student experiences. Key challenges include language barriers, inconsistent academic standards, limited administrative coordination, and difficulties with cultural integration. A recurring misalignment between policy intentions and institutional capacity was identified. Conclusions: Overall, effective international student management depends on a stronger alignment between national policy and institutional capacity. Limitations: As a literature-based review is limited to English-language sources, the findings may not fully capture Chinese-language scholarships or recent unpublished policy developments. Contributions: This study advances the field by proposing an integrated, results-based framework that explains how policy–practice alignment shapes international student outcomes in Chinese higher education. The review offers actionable insights for policymakers and university leaders seeking to enhance governance coherence and institutional capacity at emerging global education destinations.

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