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International Journal of Learning and Education
Published by NAJAHA Education Development Cente
ISSN : 31238300     EISSN : 31238106     DOI : https://doi.org/10.59683/ijle
Core Subject : Education,
Education Other
International Journal of Learning and Education is a high-quality, open-access, peer-reviewed research journal published by the NAJAHA Education Development Center (NEDC). IJLE provides a platform that welcomes and acknowledges high-quality empirical original research papers about education written by researchers, academicians, professionals, and practitioners worldwide. IJLE is a quarterly and peer-reviewed journal published in June and December
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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The Effect of Artificial Intelligence Knowledge on the GPA of Statistics Students in Ankara Muhammad Tegar Yudhoyono; Fatemeh Ali Hoseini; Zahid Zufar At Thaariq
International Journal of Learning and Education Vol 2 No 1 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i1.324

Abstract

This study aims to analyze the effect of Artificial Intelligence (AI) and automation knowledge levels on the academic performance of statistics students in Ankara. This study employed a quantitative approach using secondary data from the dataset “AI Impact on Statistics Students in Ankara”, involving undergraduate statistics students from Ankara University, Gazi University, Middle East Technical University, and Hacettepe University. The independent variable in this study was AI and Automation Knowledge Level, while GPA Midpoint was used as the dependent variable. Data analysis was conducted using descriptive statistics and simple linear regression, followed by Spearman correlation and Kruskal-Wallis tests to strengthen the validity of the findings. The regression analysis produced the equation Ŷ = 2.715 − 0.042X with an R² value of 0.006 and a p-value of 0.285, indicating that AI knowledge level did not significantly affect students’ GPA. Additional statistical tests also showed consistent results that there was no significant relationship between AI knowledge and academic performance. The findings indicate that AI literacy alone is insufficient to predict academic achievement among statistics students. Nevertheless, AI literacy remains important in preparing students to adapt to technological transformation and future workforce demands. Therefore, higher education institutions are encouraged to integrate AI literacy, critical thinking, and ethical AI usage into learning systems and curriculum development.
Effectiveness of the Contextualized Workbook in Improving Learners’ Sentence Writing Skills Jacky S. Quintanilla; Jelliane Mae F. Bagarinao; Darlyn Q. Maca; Diane Mae P. Ulanday-Lozano; Precy M. Regalado; Paul R. Olvis; Michael B. Cahapay
International Journal of Learning and Education Vol 2 No 2 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i2.326

Abstract

This study aimed to determine the effectiveness of a contextualized workbook in improving the sentence writing skills of Grade 5 learners at Pedro Acharon Sr. Central Elementary School, General Santos City, during the School Year 2025–2026. The study employed a single-group experimental research design involving forty (40) purposively selected Grade 5 learners identified as having difficulties in sentence writing. Data were gathered through pre-test and post-test assessments using the same writing prompt and analytic scoring rubric focusing on sentence construction, grammar accuracy, verb forms and tenses, modifiers and complements, coherence, and mechanics. The findings revealed that learners obtained a pre- test mean percentage score of 45.58, which was interpreted as “Did Not Meet Expectations.” After the implementation of the contextualized workbook, the learners’ mean percentage score increased to 69.33. Although the post-test performance remained below the 75% mastery level, the improvement indicates progress in learners’ sentence writing skills. A paired-samples t-test revealed a significant difference between the pre-test and post-test scores of the learners. The findings suggest that the contextualized workbook may serve as a useful supplementary instructional material in supporting the development of sentence writing skills among Grade 5 learners. Based on the findings, it is recommended that teachers consider integrating contextualized materials alongside other writing strategies to support learners’ writing development. Future researchers may conduct studies involving larger samples, longer intervention periods, and control groups to further determine the effectiveness of contextualized workbooks in improving writing skills.

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