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IJIE
Published by Research Parks Publishing
ISSN : -     EISSN : 26203582     DOI : https://doi.org/10.17605/ijie.v5i10.3511
Core Subject : Education,
Education
International Journal on Integrated Education (IJIE) 2620-3502 is a peer-reviewed, open-access scholarly journal, publishing high-quality manuscripts in multidisciplinary research areas. IJIE accepts papers in the forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test the 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 education, integration, social sciences, humanities, language, literature, philosophy, and philology. Journal has a strong editorial team from various research areas while making blind peer-review during 10 working days. IJIE is listed by renowned and reputable indexings such as WorldCat, Open Aire, One Search, Publons, Road, Google Scholar, Harvard Library, and Crossref.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 26 Documents
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Search results for , issue "Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)" : 26 Documents clear
Instructional Delivery, E-Literacy, and Total Quality Management on Entrepreneurial Competence of Faculty in State Colleges and Universities Sudaria, Ronel; Paglinawan, James L
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5398

Abstract

Abstract: The purpose of this study was to determine the entrepreneurial competence of faculty considering their instructional delivery, e-literacy and total quality management in state colleges and universities in Northern Mindanao, Philippines. The study employed descriptive correlational design with 439 participants. The study revealed that faculty are proficient in instructional delivery in terms of teaching strategy, mastery of the subject matter, classroom management and instructional assessment. Moreover, faculty are literate in e-literacy as measured through technical, pedagogical, ethical and attitudinal. Additionally, the dimensions of total quality management namely: leadership, student-focus, faculty satisfaction and programs/services management was moderately implemented. Furthermore, entrepreneurial competence of faculty in the context of conceptual, human relations, functional and opportunity was competent. The study underscored that instructional delivery, e-literacy and total quality management are significantly related to entrepreneurial competence of faculty. However, instructional delivery—including teaching strategies, instructional assessment, and classroom management—along with total quality management in leadership, program and service management, and e-literacy in technical aspects, were the best predictors of faculty entrepreneurial competence.
Stress Management among Senior Academic Administrators in Ghana’s Public Universities: A Cross-Sectional Design Study Abilla Buame, Juliana; J. Tiika, Bernard; Mensah Nyamadi, Victoria
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5406

Abstract

Abstract This study explores the sources of stress among administrative staff in Ghana's Public Universities, focusing on their socio-demographic characteristics, work experience, schedules, and stress management strategies. A total of 90 respondents participated, exhibiting a diverse age range predominantly between 26-55 years, with a significant gender imbalance favoring females (66.7%). The analysis reveals that 46.7% of participants have over ten years of experience in their roles, primarily working regular 9-5 hours (83.3%). The findings indicate that travel distance, work breaks, and overtime patterns significantly influence stress. A notable 83.3% of respondents report that travel distance increases their stress levels. Furthermore, 93.3% are unaware of university-provided stress management programs, and most of those who have attended stress management training workshops perceive them as ineffective. Recommendations for improving staff well-being include implementing health and wellness programs, enhancing work-life balance, providing stress management education, and improving on work environments. These insights underscore the urgent need for effective interventions to mitigate stress and foster a healthier workplace culture.
Quality of Parental Nurturing and its Influence on Adolescents' Aggressive Behavior in Selected Public Secondary Schools in the North West and Center Regions of Cameroon Carene, Youmbi Mbenowol; Nsagha Sarah Mboshi; Lum Bobga Jacqueline Achiri
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5412

Abstract

It has been realized that majority of adolescents students in Cameroonian public secondary schools are manifesting antisocial behaviors in different forms as opposed to expected behavior. The purpose of the study was to examine the influence of psychosocial determinants on adolescents’ aggressive behaviour in selected public secondary schools in Cameroon. The four specific objective of the study were, to assess the influence of shift in parental role on aggressive behaviour in adolescents; to find out the quality of parental nurturing on adolescents that influences aggressive behaviour; to find out the influence of peer influence on adolescents; and to examine the influence of conformity to peer culture aggressive behaviour. These objectives were transformed into hypotheses. Theoretically, the study was guided by Erikson theory of psychosocial development, Bandura theory of social learning, and Maslow’s theory of needs. Methodologically, the concurrent mixed method research design was used in conducting this study and data were collected from 435 form three and four students, using a questionnaire and 100 parents using a structured interview guide. Probability and non-probability sampling techniques were used to sample the respondents. The validity and reliability of the questionnaire stood at 0.97 and 0.837 respectively while that of the interview guide was rated using the need analysis approach. Quantitative data collected were analysed using descriptive and inferential statistics with the support of SPSS 25.0 while qualitative data were analysed thematically. The quantitative statistical techniques used were percentages, mean, standard deviation, and linear regression. The findings showed that a significant proportion of students 58.0% display several aggressive behaviours toward others. More so, 60.8% of students were influence by peers in many ways, 68.0% conform to pressure from others in many aspects, 35.8% were experiencing shift in parental role in many of their activities, and 30.3% do not enjoy quality parental nurturing especially those from working class parents. And it was finally, revealed that for every unit of shift in parental role, adolescents’ aggressive behaviours is more likely to increase by 0.310, significant at 1% level (Coefficient value =0.310, p-value < 0.05). More so, for every unit of improvement in quality in parental nurturing, adolescents’ aggressive behaviours is more likely to decrease by 0.496, significant at 1% level. (Coefficient value = -0.496, p-value < 0.05). Again, findings showed that for every unit of peer influence, adolescents’ aggressive behaviours is more likely to increase by 0.420, significant at 1% level. (Coefficient value =0.420, p-value < 0.05). Finally, for every unit of conformity pressure, adolescents’ aggressive behaviours is more likely to increase by 0.441, significant at 1% level (Coefficient value =0.441, p-value < 0.05). Based on these findings, it was recommended that parents should ensure a balance work family life, spend quality time with children, and schools should restructure their disciplinary infrastructure for better prevention and management of school violence.
Beyond Horizons: The Lived Experiences of Social Studies Teachers in Teaching Out-of-Field Subjects Candelaria Landicho, Jedielyn
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5425

Abstract

Out-of-field teaching has increasingly challenged the Philippine education system, particularly in public secondary schools. This study explores the lived experiences of Social Studies teachers in Cabuyao City who were assigned to teach subjects beyond their specialization, such as MAPEH, TLE, Filipino, and Values Education. Guided by Vygotsky’s Social Constructivist Theory and Shulman’s Pedagogical Content Knowledge framework, a qualitative phenomenological research design was employed. Data were collected through semi-structured interviews with ten purposively selected teachers and analyzed using Colaizzi’s seven-step method. The analysis revealed two major themes: (1) Challenges Faced When Teaching Outside Expertise, and (2) Adaptive Strategies for Overcoming Out-of-Field Teaching Challenges. Key challenges included subject mastery gaps, difficulty in lesson delivery, lack of curriculum resources, increased preparation time, and anxiety. Despite these, participants demonstrated resilience by seeking peer support, attending professional development seminars, diversifying their teaching strategies, and embracing lifelong learning. Motivation, flexibility, and administrative support were vital to their ability to navigate these difficulties. Findings emphasized the importance of continuous professional development, mentorship, and institutional support systems to aid out-of-field teachers. The study concludes that while teaching outside one’s specialization imposes significant instructional and emotional challenges, it also offers opportunities for professional growth, adaptability, and innovation in teaching practices. These insights are critical for shaping educational policies and support programs that can better equip teachers to handle the demands of out-of-field teaching and enhance overall educational quality.
Enhancing Student Academic Performance through Engagement and Learning Resources in Project Self Villaruel, Jordan V
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5434

Abstract

The research examines the functionality of Project SELF (Strengthening Engagement and Learning Foundations) in enhancing the academic performance of Senior High School students at Southville 1 Integrated National High School, specifically in the subject Introduction to the Philosophy of the Human Person. Recent studies have shown that contextualized learners’ activity sheets significantly improve students’ academic performance. The research addresses students’ low Mean Percentage Score (MPS) in the subject by utilizing structured activity sheets to enhance student engagement, critical thinking, and foundational learning skills. Moreover, few studies have examined activity sheets in Introduction to the Philosophy of the Human Person as supplementary materials. Their effectiveness is well-documented in other subjects, and their potential to enhance understanding and critical thinking in this subject is still unexplored. An experimental research design with pre-test and post-test methods was employed to measure the impact of Project SELF. The results indicate a significant improvement in students’ post-test scores, demonstrating the activity sheets’ effectiveness in enhancing learning outcomes. The study concludes structured activity sheets can be a valuable supplementary learning resource in Introduction to the Philosophy of the Human Person. Recommendations to strengthen student academic performance further include continuously enhancing Project SELF materials, integrating more active learning strategies, and encouraging collaborative learning among students. Additionally, the study suggests institutionalizing Project SELF to ensure its sustainability by incorporating it into the school’s learning framework, reviewing and revising the contents of the activity sheets based on the lowest-scoring items and providing instructional coaching for teachers on Project SELF integration.
Self Determination and Engagement of Social Studies Students in the Selected Private Schools Ranoco, Joann E.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5446

Abstract

This study explores the relationship between student engagement and self-determination in Social Studies classes among senior high school students in selected private schools in Cabuyao, Laguna. Grounded in the Engagement Theory and Self-Determination Theory, the research examines how aspects of engagement—relating, creating, and donating—and components of self-determination—autonomy, competence, and relatedness—interact to shape students' academic experiences. Employing a quantitative correlational research design, the study collected data from 50 randomly selected students through validated survey questionnaires. The results indicated that students demonstrated very high levels of both engagement and self-determination. Furthermore, a significant positive correlation was found between these two constructs. These findings suggest that enhancing student engagement and supporting self-determined learning can positively influence motivation, participation, and academic performance. In response to the results, an action plan was developed to guide educators in designing more interactive and student-centered Social Studies learning environments. The study adds to the existing body of literature on student motivation and proposes practical strategies for integrating student voice and real-world relevance into classroom instruction to promote deeper academic involvement and civic consciousness.
Career Adjustment: Understanding Transitional Challenges Among Newly-Hired Public School Teachers Flores, Neo Austein V.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5447

Abstract

The study titled “Career Adjustment: Understanding the Transitional Challenges Among Newly-Hired Public School Teachers” explores the lived experiences of newly hired public elementary school teachers during their first year of service, aiming to understand the challenges they face and the coping strategies they employ. Conducted in Cabuyao City, Laguna during School Year 2024–2025, the research provides localized insights into the transitional experiences of new educators in public elementary schools. Using a qualitative phenomenological research design, data were gathered through semi-structured, in-depth interviews with ten purposively selected participants all with one year or less of teaching experience. Colaizzi’s method of phenomenological analysis was used to extract significant statements, formulate meanings, and identify emerging themes. Findings revealed several transitional challenges, including managing large class sizes, addressing diverse learner needs, handling absenteeism and underperformance, and balancing teaching with administrative tasks. The absence of structured orientation and mentoring programs contributed to feelings of unpreparedness, emotional stress, and low self-confidence. Financial constraints and limited teaching resources also increased the burden. To cope, participants sought mentorship from experienced colleagues, engaged in professional development, applied differentiated instruction, and cultivated supportive relationships within the school community. They also practiced emotional resilience, time management, and stress-reduction strategies to navigate their adjustment period. The study recommends the implementation of a Transition Support Program - a structured, context-responsive initiative to assist newly hired teachers in adapting to public-school teaching demands. This program should encourage collaboration among school administrators, policymakers, and educators to build a supportive and sustainable teaching environment. Overall, the study offers valuable insights for improving teacher induction programs and enhancing retention strategies in the Philippine public education system, highlighting the importance of supporting novice teachers during their critical first year.
Echoes of Batingaw: Cultural and Historical Conservation in the City of Cabuyao Andrada, Rostum O.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5448

Abstract

In an era of globalization and digital distraction, local cultural identities are increasingly at risk of fading. This study focuses on Cabuyao City, Laguna, where the youth—often viewed as custodians of heritage—are showing signs of disconnection from their cultural and historical roots. It investigates the awareness levels of young residents and explores the lived experiences of local government officials (LGUs) involved in heritage preservation, addressing the urgent question: how can a community safeguard its heritage before it’s forgotten? Using a mixed-methods approach, the research combined a quantitative survey of 268 randomly selected youth (ages 18–30) with qualitative interviews involving three LGU officials in cultural affairs, tourism, and youth development. Quantitative data assessed youth awareness of cultural and historical elements, while thematic analysis of interviews revealed institutional insights. Findings point to a troubling lack of awareness among youth, particularly regarding the Sakdalista movement, though some familiarity exists with symbols like the Batingaw (Golden Bell). LGU officials cited challenges including digital distractions, lack of local history in education, and resource constraints. They emphasized the need for stronger community engagement, educational reform, and accessible digital tools. The study concludes that safeguarding Cabuyao’s heritage requires collaborative efforts between youth, schools, and LGUs. Recommendations include integrating local history into curricula, creating interactive digital resources, and launching community-driven heritage initiatives. These findings offer valuable direction for policymakers and practitioners aiming to strengthen cultural preservation, especially in developing regions facing similar pressures.
Empowered or Not: English Teachers’ Lived Experiences in Teaching Struggling High School Readers Gecana, Romjohn Philip; Shienna Marie Caparas
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5450

Abstract

Reading is a fundamental skill vital to academic success, cognitive development, and lifelong learning. Despite its significance, a substantial number of high school students continue to face challenges in reading fluency, vocabulary, and comprehension. The World Bank's 2022 data on learning poverty revealed that approximately 90% of Filipino children aged 10 cannot read or understand a simple text. Recognizing the critical role teachers play in literacy development, this study emphasized the need to amplify their voices in creating more effective interventions and support systems for teachers and struggling readers. This qualitative phenomenological research explored the lived experiences of English teachers in teaching struggling high school readers at Balibago Integrated High School in the Division of Santa Rosa. Data were collected through semi-structured interviews with purposefully selected nine participants and analyzed using Colaizzi's seven-step method. The study revealed ten (10) superordinate themes and forty-three (43) subordinate themes describing the challenges faced by English teachers when teaching struggling readers, their pedagogical strategies and approaches, professional growth, and career advancement opportunities in managing the demands and challenges in teaching struggling high school readers, and practical recommendations for teachers handling struggling readers. The study concluded that English teachers faced several challenges in teaching struggling high school readers, including internal and external impediments to reading development. Teachers also employ various strategies to address reading difficulties and engage struggling readers. Moreover, teachers identified professional development opportunities and their advantages in teaching struggling readers.
Teaching Strategies Among Teachers of Social Studies: A Basis for an Enhanced Program Barrientos, Floi Daniel C.
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5452

Abstract

This study aimed to determine the teaching strategies implemented by Grade 10 social studies teachers in public junior high schools in Cabuyao City, Laguna, with the primary goal to evaluate the effectiveness of these materials and create a program for enhancement in social studies education. Social Studies is a key subject in bringing up competent, active, informed citizens, through which students can examine historical, social, and political issues. This research focuses on the impact of using different teaching strategies on student engagement and learning outcomes regarding issues like the accessibility of teaching materials, teacher training, and institutional support. The research was conducted as a quantitative survey, and structured questionnaires were utilized to gather data from 47 Grade 10 social studies teachers. The respondents of the questionnaires were asked to provide information about their teaching strategies, available resources, and the support they get from their institutions. The findings show that most teachers apply interactive lectures, multimedia resources, and inquiry-based learning strategies when they want to engage students. A robust positive correlation was found between teachers' factors and their teaching strategies. The study argues the need for a skills promotion program., irrespective of the mix of the various teaching strategies in the classroom, the teacher's professional development, the optimal use of resources, and collaborative in-class learning activities. The study also recommends that administrators consider the continuous training of teachers and ensure that the resources for teaching are available and that policies that support the practice of innovative teaching are implemented. This survey is designed to pave the way for improving Social Studies Education in Cabuyao City and other similar areas.

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