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IDEAS: Journal of Management & Technology
Published by President University
ISSN : -     EISSN : 28081803     DOI : -
Core Subject : Economy, Humanities,
Humanities Economics, Econometrics & Finance
IDEAS: Journal of Management and Technology is a peer-reviewed journals devoted to the publication of original papers and serve as a forum for practical approaches to improving quality in issues pertaining to technology management, innovation, and related fields. The goal is to bring the highest quality research.
Arjuna Subject : Ilmu Ekonomi, Ekonometrika dan Keuangan (semua kategori) - Ilmu Ekonomi, Ekonometrika dan Keuangan (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 5, No 1 (2025)" : 6 Documents clear
SOCIAL EXPRESSIONS AND SOCIAL ABILITIES OF JUNIOR HIGH SCHOOL STUDENTS Acat, Ezelle Rose Caula
IDEAS: Journal of Management & Technology Vol 5, No 1 (2025)
Publisher : President University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33021/ideas.v5i1.5930

Abstract

One of the largest impacts the pandemic has had on children's lives is the limited opportunities to interact with peers. In many societies, young children stayed home with their families, and less focus was put on interactions with other people. The study aimed to determine the Degree of Social Expression and Social Abilities of Junior High School students in Colegio de la Purisima Concepcion for the academic year 2023-2024. Foreign and local literature on social expressions and social abilities were reviewed with their relevance and implication to the study. A validated and reliability-tested researcher-made questionnaire was used to gather data from randomly selected respondents. Statistical tools used to analyze and interpret data were frequency count, percentage, mean, grand mean, t-test, f-test, and Pearson R. The study's findings revealed the degree of social expressions and the extent of social abilities were “often”. There was a significant difference in the degree of social expressions when the respondents were grouped according to the curriculum program. There was no significant difference in the extent of social abilities when the respondents were grouped according to age, sex, grade level, curriculum program, ordinal position in the family, and family living arrangement. And the degree of social expressions was significantly related to the extent of social abilities. Results suggest a deeper understanding of the impact of social expressions on students' social abilities. 
VALUES ORIENTATION AND LEARNING BEHAVIOR OF GRADE 12 LEARNERS IN THE DISTRICT OF TAPAZ WEST Gabeja, Krislyn Panes
IDEAS: Journal of Management & Technology Vol 5, No 1 (2025)
Publisher : President University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33021/ideas.v5i1.5944

Abstract

The study aimed to determine the degree of values orientation and level of learning behavior of three hundred eighty-five (385) Grade 12 students in the District of Tapaz West for school year 2023-2024. Statistical tools used to analyze and interpret data were frequency count, percentage, mean, t-test, analysis of variance and Pearson r. The findings of the study revealed that Grade 12 learners have high degree of values orientation as a whole, very high degree of personal values orientation and high degree of social values orientation. On the other hand, the level of learning behavior as a whole was for both curricular and extra-curricular engagement. There was no significant difference in scores the degree of values orientation as a whole of the respondents when classified according to their profile. There was no significant difference in the level of learning behavior of the respondents when classified according to their socio-demographic profile. There was a highly significant, strong positive correlation between the degree of values orientation and the level of learning behavior in both curricular and extra-curricular activities. It validates the values orientation and learning behavior of grade 12 students of Tapaz West District correlated with each other and relationship is highly significant. The research provides a clear view that the more the learners have strong and consistent values, the more they are likely to be involved and motivated in their learning activities. Thus, teachers and parents must support students’ positive lifelong learning outcomes and promote a more equitable and just society.
DIGITAL TRANSFORMATION AND READINESS OF PUBLIC ELEMENTARY SCHOOL TEACHERS IN THE DISTRICT OF SIGMA Lorca, Jonna
IDEAS: Journal of Management & Technology Vol 5, No 1 (2025)
Publisher : President University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33021/ideas.v5i1.5945

Abstract

The study investigated the level of digital transformation of schools and degree of digital readiness of teachers in the District of Sigma. The respondents of the study were 174 randomly selected elementary school teachers in the District of Sigma. The study used the descriptive-correlational research design. Data were collected using a validated and reliability-tested researcher-made questionnaire. Statistical tools used to analyze and interpret data were frequency count, percentage, mean, t-test, and analysis of variance, and Pearson r. The results revealed that the level of digital transformation of schools was high and the degree of digital readiness of teachers was to a certain extent. There was no significant difference in the digital transformation of schools as perceived by the teachers when they were grouped according to gender, age, highest educational attainment, number of years in service and monthly income. Moreover, there was no significant difference the degree of digital readiness of teachers when they were grouped according to gender, age, highest educational attainment, number of years in service and monthly income. The digital transformation of schools was found to be significantly associated with the digital readiness of teachers. The result indicated that the more digitally ready are the teachers, the more they will utilize their digital abilities in their classes. Hence, the school needs to provide them with the needed facilities like equipment, connectivity and instructional materials. Digitally ready educators perceive technology for all of its innovative potential, rather than something they are required to do in a step-by-step manner. 
SENSE OF LOSS IN THE EYES OF THE TERTIARY STUDENTS Castante, Riezel Dumagpi; Beluso, Nenita; Vasques, Michael
IDEAS: Journal of Management & Technology Vol 5, No 1 (2025)
Publisher : President University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33021/ideas.v5i1.5948

Abstract

The sense of loss is a universal human condition which does not exclude anyone regardless of demographics and societal roles. Despite numerous investigations with the sense of loss, there remains a gap in higher education institutions (HEIs) locally. Hence, this study attempted to explore the sense of loss among a purposive sampled tertiary students encompassing their academic, personal, and social life utilizing a phenomenological approach. Through interviews vis-à-vis the use of a validated semi-structured questionnaire with open-ended questions, the experiences of the participants were gathered, transcribed, thematically analyzed, and interpreted. Results of the study revealed the experiences which constitute the sense of loss are death, brokenness, rejection, and separation; the impact of loss in the participants’ academic life is brought about by lack of focus and interest, however a positive pursuit to education became apparent; given the negative disposition that is evident, there was a positive disposition among the participants despite the impact of loss in their personal life; in terms of the impact of loss to the participants’ social life, the occurrence of isolation and alienation surfaced, however, self-direction and support system emerged in the captured essences from the participants’ experiences; and, a simulacrum of the sense of loss among college students was developed. It is recommended that a supportive school mechanism be established through institutional services and programs juxtaposed with the sensitivity to issues of loss be manifested during curricular engagement. Further investigations should consider variances in research approaches to improve the understanding surrounding the phenomenon of loss.  
HOW INDUCTED IS THE INDUCTED? INDUCTION PROGRAM AND PROFESSIONAL STANDARDS OF PERFORMANCE IN CAPIZ Almoroto, Rizza Mae; Vasquez, Michael; Dollete, Segundina F
IDEAS: Journal of Management & Technology Vol 5, No 1 (2025)
Publisher : President University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33021/ideas.v5i1.5949

Abstract

This study aimed to assess the level of the induction program and the extent of Professional Standards of Performance in Capiz, addressing a gap in literature within the context of Capiz, other school divisions in the region, and the Philippines. The research employed a mixed-method approach using an explanatory sequential design, with 295 participants and eight focus group discussions (FGDs) involving newly hired teachers in the school's division of Capiz. Quantitative data were collected using a researcher-made questionnaire and analyzed using SPSS Statistics version 26, employing various statistical methods. Qualitative data were analyzed using the descriptive phenomenological approach. The findings revealed that the level of the induction program and the Professional Standards of Performance were "very high evident." Furthermore, age and sex were found to significantly influence the level of the induction program, with older beginning teachers demonstrating a higher level of understanding, and female inductees outnumbering males. Regardless of respondents' profiles, there was no statistically significant difference in the extent of Professional Standards of Performance in Capiz. Additionally, the study established a significant relationship between the level of the induction program and the extent of professional standards of performance in the Schools Division of Capiz. The FGD participants encountered various challenges in their professional journey, leading to the emergence of three themes: feeling challenged, being challenged, and becoming a challenger. These findings provide valuable insights into the effectiveness of the induction program and the professional performance standards in Capiz, shedding light on the experiences and perceptions of newly hired teachers in the region. As a result, it is essential to consistently provide strategic mentoring and thorough professional development that aligns with effective practices as it will significantly enhance the induction program and ensure that it meets professional standards of performance.
Professional Engagements and Teaching Approaches of Public Elementary School Teachers Lariza, Myra LIta Esquillo
IDEAS: Journal of Management & Technology Vol 5, No 1 (2025)
Publisher : President University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33021/ideas.v5i1.5279

Abstract

The study investigated the level of professional engagements and degree of teaching approaches of teachers in Roxas City District III. The respondents of the study were 188 randomly selected elementary school teachers in Roxas City District III. The study used the descriptive-correlational research design. Data were collected using a validated and reliability-tested researcher-made questionnaire. Statistical tools used to analyze and interpret data were frequency count, percentage, mean, t-test, and analysis of variance, and Pearson r. The results revealed that the level of professional engagements of teachers was highly engaged and their degree of teaching approaches was to a high extent. There was significant difference the level of professional engagements of teachers when they were grouped according to educational attainment, while there was no significant difference when grouped according to sex, age, and length of teaching experience. There was no significant difference in the degree of teaching approaches of teachers when they were grouped according to sex, age, educational attainment, and length of teaching experience. The professional engagements of teachers was found to be significantly associated with their teaching approaches.

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