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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 303 Documents
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The Influence of Teacher Emotional Support and Mathematical Disposition on Students’ Academic Performance in Mathematics Lanat, Aila Sor; Faelmoca, Emelyn; Manulat, Jesalyn; Vale, Rheymark
Journal of Social, Humanity, and Education Vol. 6 No. 3 (2026): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i3.3792

Abstract

Purpose: The study examined the influence of teacher emotional support and mathematical disposition on the academic performance of BSED Mathematics students Research Methodology: This study was conducted in Panabo City, Davao del Norte. The respondents were 120 first- and second-year BSED Mathematics students, utilizing a quantitative descriptive–correlational design. Data were collected through validated questionnaires on teacher emotional support and mathematical disposition and a researcher-made summative test in College and Advanced Algebra. Statistical analyses, including Pearson’s correlation and multiple regression, were performed using SPSS to examine the relationships among the variables. Results: Teacher emotional support and mathematical disposition were perceived as very evident, while students’ academic performance was high. No significant relationship was found between either teacher emotional support or mathematical disposition and academic performance, although a strong positive relationship existed between teacher emotional support and mathematical disposition. The regression results showed that neither variable significantly predicted academic performance. Conclusions: Despite the presence of teacher emotional support and positive mathematical disposition, these factors did not directly influence students’ academic performance in mathematics in this study Limitations: This study was confined to one institution and limited to selected emotional and attitudinal variables, restricting the generalizability of the findings. Contributions: This study offers insights into the role of emotional and attitudinal factors in mathematics education and underscores the need to examine other cognitive and instructional variables that may better explain students’ mathematics performance.
The Nexus of Participation, Co-Production of Knowledge, and Community Resilience in Waste Management in Bulusan Ramadhani, Yoga; Safira, Putri Alyaa; Gultom, Gertha Maria; Diphda, Bintang Corvi; Foraihmbarasi, Angelique Kishiola Prima; Prakoso, Rayhan Aulia; Umar, Yasa Palaguna
Journal of Social, Humanity, and Education Vol. 6 No. 3 (2026): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i3.3899

Abstract

Purpose: This study evaluates the reasons for the failure of technological interventions to foster community resilience within the “Sampah Terkelola, Lingkungan Terjaga” program in Bulusan Village. Research Methodology: Using a qualitative case study, data were gathered through participant observation (July–August 2025), semi-structured interviews, and document analysis. The Community Capitals Framework (CCF), participation theory, and knowledge co-production served as primary diagnostic lenses. Results: Findings indicate that while the program bolstered built and human capital through infrastructure, it neglected financial and political capital. This imbalance, driven by top-down planning and the lack of a revenue model, led to the immediate stagnation of the local Waste Bank post-intervention. Conclusions: Sustainable waste management requires a shift in focus from technology transfer to the co-production of managerial knowledge and the institutionalization of governance structures that balance all community capital. Limitations: This study is restricted to a short-term qualitative assessment of a single village and lacks longitudinal data. Contributions: This research advances the environmental sociology and rural development literature by establishing the CCF as a critical evaluative tool for predicting the institutional durability of community-based interventions. This explicitly demonstrates that social capital integration is a prerequisite for, rather than a byproduct of, technological success in waste management.
Self-Efficacy, Students’ Perception of Active Learning Strategies, and Problem-Solving Skills in Mathematics Millana, Jane Myca; Bersamina, Kyra Marie; Zapanta, Meraflor; Amarille, Claris; Jamara, Abdul J
Journal of Social, Humanity, and Education Vol. 6 No. 3 (2026): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v6i3.3910

Abstract

Purpose: This study aimed to determine whether self-efficacy and students’ perception of active learning strategies predict problem-solving skills in mathematics among first-year BSED Mathematics students. Research Methodology: A quantitative descriptive-correlational research design was used. The respondents were 83 first-year Bachelor of Secondary Education majoring in Mathematics students from Davao del Norte State College. The research tools included the Self-efficacy Questionnaire, the Students’ Perception of Active Learning Strategies Questionnaire, and a researcher-made problem-solving skills test. Results: Students showed evident self-efficacy and perception of active learning strategies, and above-average problem-solving skills. Researchers found no significant relationship between self-efficacy and problem-solving skills, and students' perception of active learning strategies and problem-solving skills. The study also revealed that no predictive effect was found between the independent and dependent variables. Conclusions: The study concluded that self-efficacy and students’ perception of active learning strategies do not significantly predict the problem-solving skills of first-year Bachelor of Secondary Education major in Mathematics students. Despite demonstrating high levels of self-efficacy and positive perceptions of active learning strategies, these factors were not significantly related to their problem-solving skills. This suggests that variables beyond self-efficacy and active learning strategies may have a greater influence on the development of problem-solving skills in mathematics. Limitations: The study was limited to first-year BSED Mathematics students from a single institution. Contributions: This study is useful in mathematics education, teacher education, and educational research.

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