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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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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.
Short-Video Addiction, Academic Burnout, and Sleep Quality: Testing a Serial Mediation Model with Emotion Regulation as a Protective Factor Massuhartono; Irhamuddin; Ananda Hana Yuri
International Journal of Learning and Education Vol 1 No 2 (2025): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Short-video platforms now occupy a large share of student leisure time, yet the psychological route linking compulsive viewing to impaired sleep remains poorly specified. This study tested a serial mediation model in which short-video addiction predicts sleep quality through emotion regulation and then academic burnout, treating emotion regulation as a protective resource. A cross-sectional survey collected complete responses from 375 undergraduate students aged seventeen to twenty-five, who reported on twenty-eight Likert items alongside behavioural sleep indicators. Confirmatory factor analysis established the four-factor measurement structure, and the serial mediation model was estimated with 10,000 bootstrap resamples. Short-video addiction predicted poorer sleep quality directly (β = −0.228) and through three indirect routes that were all significant. Academic burnout carried the largest specific indirect effect (β = −0.132), the emotion regulation route carried β = −0.053, and the serial route running through regulation and then burnout carried β = −0.045. Indirect transmission accounted for 50.3 per cent of the total effect of −0.458, and the model explained 39.6 per cent of the variance in sleep quality. Emotion regulation operated as a mediator rather than as a buffer, since its interaction with short-video addiction was not significant. Interventions should therefore target regulatory capacity and academic workload rather than screen time alone.

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