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Advanced Journal of STEM Education (AJOSED)
Published by Research Synergy Foundation
ISSN : 3025177X     EISSN : 30218799     DOI : https://doi.org/10.31098/ajosed
Core Subject : Education,
Education Other
Advanced Journal of STEM Education (AJOSED) is a scholarly publication dedicated to disseminating research findings and academic discussions in the realm of Science, Technology, Engineering, and Mathematics (STEM) Education. This journal serves as a platform for educators, researchers, and academics to share their insights and discoveries in various specialized areas within STEM education. The scope of AJOSED encompasses a wide array of topics and disciplines, including but not limited to: - Science Education: This area delves into pedagogical approaches, curriculum development, and learning methodologies specific to teaching science in educational settings. It covers the integration of scientific concepts and theories into classroom teaching. - Physics Education: Focusing on the teaching and learning of physics, this section explores innovative methods to make physics more accessible and engaging for students. It includes studies on conceptual understanding, problem-solving strategies, and the application of physics principles. - Chemistry Education: Dedicated to the field of chemistry teaching, this segment examines curriculum design, laboratory practices, and the effective communication of chemical knowledge. It also explores how students engage with and understand complex chemical processes. - Biology Education: This part addresses the teaching of biology, emphasizing contemporary approaches in conveying biological concepts, from cellular biology to ecology. It also includes discussions on the impact of biotechnology and environmental awareness in biology education. - Vocational Education: Here, the focus is on the integration of STEM principles in vocational and technical education, preparing students for careers in various technical fields. It involves the study of pedagogical methods that combine practical skills with theoretical knowledge. - Mathematics Education: This section explores the methodologies and practices in teaching mathematics, aiming to improve understanding, problem-solving skills, and the application of mathematical concepts in real-world scenarios. - Educational Technology: This area examines the role of technology in STEM education, including the use of digital tools, online learning platforms, and multimedia resources in enhancing teaching and learning experiences. - Interdisciplinary STEM Education: Recognizing the interconnectedness of STEM disciplines, this section encourages research that bridges multiple areas, fostering a holistic understanding of STEM fields. AJOSED aims to contribute to the advancement of STEM education by providing a forum for scholarly exchange, promoting innovative educational practices, and encouraging collaboration among professionals in the field.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Perception of University Lecturers on the Effectiveness of Remote Learning Technique for Teaching Educational Courses during Covid 19 Pandemic in the North Western Region of Nigeria. Nasiru Dogondaji Muhammad; Isah Maccido; Aliyu Muhammad Dogondaji
Advanced Journal of STEM Education Vol. 1 No. 2 (2023): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v1i2.1908

Abstract

Abstract This Study investigated Perception of University Lecturers on the Effectiveness of Remote Learning Technique for Teaching Educational Courses during Covid 19 pandemic in the North western Region of Nigeria. The study was guided by three objectives, three research questions and two null hypotheses. Descriptive survey research design was employed in the study. The population of the study were 977 lecturers. Simple random sampling technique was used to select the sample. From the population of 977, samples of 349 lecturers were selected for the study. The instrument used for data collection was adapted. Data collected was analysed using descriptive statistics of mean and standard deviation to answer the research questions and chi-square of inferential statistics was for testing Research hypotheses. The major findings of the study revealed that, lecturers were aware of Remote learning model but they were not utilising Remote learning model in teaching their courses during covid-19 pandemic. Similarly, majority of the lecturers’ encountered different challenges in utilising Remote learning model for teaching where by lack of constant electricity supply is one of the major challenges. Moreover, the findings showed that, there is no significance difference between lecturers’ awareness and unawareness of remote learning.
A Pedagogical Perspective on the Reiteration of Blended Learning: A Review Paper vis-a-vis Pre-Post Pandemic Glen Nolasco; Graciela Ann David Escoto; Frienchie Ann Bais Yamauchi; Michael Bryan Gagaoin Rosilla; Marilyn S. Arcilla
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.1975

Abstract

The COVID-19 pandemic has changed the paradigm of traditional education to alternative learning modalities. One of these changes was the use of blended learning in the educational system. Blended learning is a pedagogical approach that combines face-to-face instruction with online learning as a viable solution to address the challenges introduced by the pandemic. The approach began to gain popularity in the Philippines during the post-pandemic period. The use of ICT to facilitate distance learning was emphasized during the lockdown period. As COVID-19 cases declined and classes started re-opening, adherence to health protocols, such as social distancing, was implemented. In this regard, limitations in the class population and outside exposure were addressed by the blended learning approach. Hence, this review article reiterates the pedagogical perspective of blended learning in the educational system during the global and local health crises. This paper reviews the nature of blended learning in the educational system by examining the various theories and models used, more specifically focusing on the advantages and disadvantages of blended learning in basic education. The reiteration of blended learning during the pandemic and related studies are also some focal points of this review article. In brief, blended learning refines the traditional modalities used in the educational system into something suitable for post-pandemic. It integrates the use of digital materials to create a more effective and engaging mode of delivery for learning. With these insights, the development of blended learning is inevitable in the education sector.
Psychological Interventions to Enhance Self-Efficacy and Motivation in Libyan Students Akram Alhamad; Abdullah Mahfoud Salem Baadhem; Abdulazeez Abed Hameed
Advanced Journal of STEM Education Vol. 2 No. 1 (2024): Advance Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i1.2013

Abstract

Extensive research shows that higher self-efficacy is associated with increased motivation, perseverance, and academic success; however, there is a notable gap in understanding how these constructs interact within the unique context of Libyan higher education. This study explores the relationship between self-efficacy and motivation among university students in Libya, where cultural norms, Islamic principles, and socio-political factors deeply influence educational practices. To address this issue, the study employed a cross-sectional design and collected data through self-administered questionnaires from students at major universities in Libya. The data were analyzed using Pearson correlation and multiple regression techniques to examine the strength and direction of the relationship between self-efficacy and student motivation. The findings revealed a significant positive correlation between these two variables, indicating that students with higher levels of self-efficacy are more motivated in their academic pursuits. Furthermore, the multiple regression analysis identified self-efficacy as a significant predictor of student motivation, explaining 46% of the variance observed in the sample. These results underscore the critical role of self-efficacy in fostering student motivation within the Libyan educational context. The findings suggest that targeted interventions to enhance self-efficacy could significantly improve educational outcomes. The findings provide a foundation for future research and the development of educational strategies tailored to the specific needs of Libyan students, thus contributing valuable insights to the broader literature on self-efficacy and motivation in higher education.
Effectiveness of Mathematics-Gammified Applications for Learners Interactive Numeracy Growth (Math-Galing) in Enhancing the Academic Performance of Grade 11 Learners Monique E. Malabayabas; Alberto D. Yazon; John Frederick B. Tessoro; Karen A. Manaig; Sherwin B. Sapin
Advanced Journal of STEM Education Vol. 2 No. 1 (2024): Advance Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i1.2324

Abstract

This study determined the effectiveness of the academic performance of Grade 11 learners using the Mathematics Gamified Application for Learner's Interactive Numeracy Growth (Math-GALING). This study used a quasi-experimental design. The participants of the study were selected through a match-pairing technique based on the results of their pretest among Grade 11 students, resulting in 29 pairs. These two groups of students, one from the Accountancy, Business, and Management strand and the other from the Humanities and Social Sciences strand, comprised the experimental and comparison groups, respectively. The participants' pretest, posttest, and formative test performances was evaluated using the mean and standard deviation. Similar to how independent t-tests were used to quantify the extent of the difference between two sets of scores, Cohen’s d was used to determine the significance of the difference between the pretest and posttest results. The salient findings from the data were as follows: there is always an opportunity for improvement, particularly when the goal is to enhance teaching and learning processes to provide students with quality education. This study could conclude that using a gamified learning application (Math-GALING) in the teaching of statistics and probability enhanced learners’ performances. It was found that the designed gamified learning application enhanced students’ academic performances.
STEMing Educational Panorama: Architectural Analysis of Style and Structure Christine Camille Boco; Alyssa Nicole Dela Cruz; Gracie Garing; Glenn Nicole Hinampas; Beyonce Nicole Napoles; Julianne Claire Navarro; Rhea Paragas; Marie Jo Tess Ragos; Cynic Tenedero; Jeft Jerhielle Tulipan; Princess Yvonne Union
Advanced Journal of STEM Education Vol. 2 No. 1 (2024): Advance Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i1.2345

Abstract

Architectural design is a fundamental intrinsic aspect of human endeavors. This paper aims to provide an analysis of architectural styles and structures at the Technological University of the Philippines—Manila to showcase the different styles and their unique characteristics and how they have shaped the overall visual identity and functionality of the institution.  This study used qualitative analysis anchored by a descriptive method to analyze the style and structures of university landmarks. The researchers studied each photo to determine its architectural style, design elements presented, the arrangement of the structure, materials used, and colors. The findings underscore the need for a comprehensive approach to future development that considers not only visual appeal but also the functionality and adaptability of the structures to promote an enriched educational experience within the Technological University of the Philippines-Manila. Understanding the impact of architectural choices on students and teachers can encourage a broader societal conversation about investing in educational infrastructure that promotes creativity, engagement, and overall well-being. The study concludes that there are various architectural styles used within the buildings of the university; each style has its own visual identity and functionality. This investigation is recommended to extend its relevance to society by emphasizing the role of well-designed campuses in fostering and enhancing educational settings.
A Study on the Synthesis of [Gadolinium-( 1,4,7,10 -Tetraazacyclododecane 1,4,7,10 Tetraacetate Acid)-Folate] as a Targeted Contrast Agent for Cancer Diagnosis Using Magnetic Resonance Imaging Erianti Siska Purnamasari; Husein Hernadi Bahti
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2483

Abstract

Effectiveness Of Feedback, Reframe, Assess, Model, And Enhance (FRAME) in the Enhancing of Learners’ Performance of 9 Grader Students in Mathematics Rudy D. Ebajan; Victoria D. Tamban
Advanced Journal of STEM Education Vol. 2 No. 1 (2024): Advance Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i1.2540

Abstract

Despite great efforts by the Department of Education, the Philippines during the 2022–2023 period exhibits one of the narrowest disparities in arithmetic performance between students in the highest and lowest quartiles of the economic, social, and cultural status index. This insight motivates the current study’s goal of developing material that will help enhance the student's performance in mathematics. This study developed Strategic Intervention Material (SIM) to enhance the learners’ performance in mathematics among 9th graders of Don Jose Integrated High School in the City of Santa Rosa, Laguna. The SIM was designed to help the selected 62 participants learn geometry competency. A quasi-experimental research method was employed in this study to determine whether intervention materials improved mathematics learners’ performance. The analysis of pretest, formative test, and post-test performances in both the experimental and comparison groups provides a comprehensive look at the impact of educational interventions. Hence, there is a statistically significant difference between the pretest, formative, and post-test scores in enhancing learners’ mathematics performance with the use of strategic intervention material. The use of Strategic Intervention Material promotes active learning and engagement among learners; thus, it can be used to help students with mathematics anxiety. Results showed that SIM effectively enhances learners’ mathematics performance based on the mean, standard deviation, independent sample t-test, and Cohen’s d. Moreover, the subjects demonstrated positive behavior toward the intervention. This entails cutting down on improper behavior, spending more time on instruction, and assisting instructors in teaching, modeling, and meeting students’ needs.
Effectiveness of Quantom Kit as a Supplementary Learning Material in Enhancing the Academic Performance Manilyn M. Galarosa; Ofelia Maningas; Karen A. Manaig; Rolando Maningas; Alberto D. Yazon
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2653

Abstract

Science education benefits greatly from the supplementary learning materials that provide hands-on, interactive experiences, enhancing student engagement and understanding scientific concepts. This study evaluated the effectiveness of the Quantom Kit as a supplementary learning material to improve the academic performance of Grade 8 students at Looc Integrated School. Using a quasi-experimental design, 50 students were divided into two groups: an Experimental group that used the QuanTom Kit and a Comparison group that relied solely on the Periodic Table. Results showed that the Experimental group consistently outperformed the Comparison group in pretests, posttests, and six formative tests. Independent Samples T-tests revealed a significant difference in mean scores between the groups (p < .01), confirming the Quantom Kit’s positive impact on student performance. Paired Sample t-tests also demonstrated significant improvements in mean scores between pretest and post-tests within each group. While both groups showed improvement, the Experimental group achieved significantly higher post-test scores and larger effect sizes, highlighting the Quantom Kit’s effectiveness in enhancing academic performance. This study underscores the value of incorporating interactive learning materials into science education to enhance student achievement.
Status of Scheduled Tribe Students in Science, Technology, Engineering and Mathematics (STEM) at the Level of Higher Education in India Ankur Nandi; Tarini Halder; Tapash Das
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2668

Abstract

STEM fields play a pivotal role in driving innovation and economic growth. Ensuring equitable access for all students, including those from disadvantaged backgrounds, is crucial for fostering diversity and inclusivity. This study examines the enrollment status of Scheduled Tribe (ST) students in Science, Technology, and Engineering at higher education levels in India, focusing on their participation in STEM fields. This study explores the barriers that ST students face in accessing and persisting in STEM education and provides suggestions to enhance their participation and success. This study is qualitative and documentary in nature. All-India Survey on Higher Education Reports AISHE reports (2011-12 to 2021-22), Department of Higher Education, Ministry of Education, Govt. of India. The study revealed that in Bachelor of Science (B.Sc.) programs, male ST student enrollment was higher than females from 2011-2012 to 2018-2019, but this trend reversed from 2018-2019 to 2021-2022, with female enrollment surpassing males. Similarly, in Master of Science (M.Sc.) programs, male enrollment was higher until 2013-2014, after which female enrollment exceeded males from 2014-2015 to 2021-2022. However, in the engineering and technology fields (B.E., M.E., B.Tech., M.Tech.), male students consistently maintained higher enrollment rates than female students at both undergraduate and postgraduate levels.
Unraveling the Connections: Exploring the Relationship between Teaching Effectiveness and Academic Achievement in Blended Learning Environments Karen A. Manaig; Alberto D. Yazon; John Frederick B. Tesoro; Chester Alexis C. Buama; Sherwin B. Sapin
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2718

Abstract

With the rise of blended learning, assessing the factors influencing student academic performance has become essential. Teaching effectiveness is a critical component of this dynamic, potentially affecting students’ academic success. This study examines the relationship between teaching effectiveness and the academic performance of students engaged in blended learning environments. The primary objective of this research was to determine whether a significant relationship exists between teaching effectiveness and student academic performance. Specifically, this study evaluated various aspects of teaching effectiveness, including the learning environment and instructional practices, and their impact on student achievement. A descriptive-correlational research design was employed, using Simple Random Sampling to select 297 student respondents from the records provided by the university registrar’s office. The study measured teaching effectiveness using the university’s standardized School Form (SF) 7, while students’ academic performance was gauged via their general weighted average for the 2022-2023 academic year. Data analysis included calculating the mean and standard deviation to determine the levels of teaching effectiveness and academic performance, with Pearson’s r used to assess the correlation between these variables. The results indicated that the learning environment aspect of teaching effectiveness scored the highest, while instructional and assessment practices scored the lowest. Overall, teaching effectiveness was rated "Very Satisfactory." A significant positive correlation was identified between teaching effectiveness and student academic performance, thus contradicting the null hypothesis. The findings underscore a strong, consistent positive relationship among the various dimensions of teaching effectiveness, revealing that effective teaching in one area is linked with higher effectiveness in others. This interconnectedness highlights the importance of a comprehensive approach to enhancing teaching practices and suggests that improvements in teaching effectiveness can lead to better academic outcomes in blended learning contexts.

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