Journal of Science and Education (JSE) 2023-04-18T00:00:00+07:00 Yulingga Nanda Hanief Open Journal Systems <p><strong>Journal of Science and Education (JSE) </strong>with<strong> e-ISSN : <a href="">2745-5351</a></strong> is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world.<br />The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.<br />It is published biannually, <strong>March</strong> and <strong>September</strong>, by the <a href="" target="_blank" rel="noopener">CV Rezki Media</a>. Papers are all subject to peer review before being accepted for inclusion. <a href="" target="_blank" rel="noopener">CV Rezki Media</a> is a publisher that is legally legal and registered with the Ministry of Law and Human Rights on July 23, 2020 with the number <a href="" target="_blank" rel="noopener">AHU-038612-AH.</a></p> <p>Indexing:<br /><a href="" target="_blank" rel="noopener"><img src="" alt="" width="89" height="30" /></a><a href=";hl=en" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href="" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";from_ui=yes" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";and_facet_source_title=jour.1441417" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href="" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";filter%5B%5D=repoId%3A%22IOS14850%22&amp;filter%5B%5D=collection%3A%22Journal+of+Science+and+Education+%28JSE%29%22" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=";l=en&amp;refid=dcsuggesten" target="_blank" rel="noopener"><img src="" alt="" width="89" height="31" /></a><a href=""><img src="" alt="" width="89" height="30" /></a></p> <p><a href="" target="_blank" rel="noopener"><img src="" /></a><a href=";text=Hello%20I%20ask%20about%20Journal%20of%20Science%20and%20Education" target="_blank" rel="noopener"><img src="" /></a></p> Perceived psychological distress and learning barriers on emergency remote education: association with students’ motivation and resilience 2022-09-21T21:55:15+07:00 Shyra Grace Bauya Mary Princess Cacayan Diane Mae Ulanday <p>Emergency remote education has become a critical learning platform that created changes in ways of attaining learning goals. This shift to a new learning platform posed a great challenge to students’ motivation and resilience in learning. This study aimed to analyze the students' learning barriers and psychological distress and their motivation and resilience in studying during the public health emergency. A descriptive-correlational research design was utilized to assess the research questions posed in this study. The respondents of the study were the two hundred thirty- eight (238) BEED students of Mindanao State University, General Santos City who were officially enrolled during the S.Y. 2021-2022. The researchers employed a stratified sampling technique in selecting the respondents for this study. Adapted questionnaires such as the Depression, Anxiety, Stress Scale-21 (DASS-21), Learning Barriers Questionnaire, Motivation to Learn Online Questionnaire (MLOQ), and the Connor-Davidson Resilience Scale (CD-RISC), checked and validated by experts, were used to gather the needed data. Descriptive statistics and Pearson Product Moment- Correlation Coefficient were used to analyze and interpret the gathered data. In this study, the researchers found that psychological distress significantly influences the resilience of students, but it does not influence their motivation to learn. Results also revealed that the learning barriers significantly influence both motivation and resilience of the students. Replication of this study is highly recommended using qualitative research design and including other variables such as assessments and the engagements of students.</p> 2023-03-18T00:00:00+07:00 Copyright (c) 2023 Shyra Grace Bauya, Mary Princess Cacayan, Diane Mae Ulanday Teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties 2023-02-14T10:07:52+07:00 Leylanie Adao Cesar Chester Relleve Joel Salazar Katrezia Fiel Macawile Marites Chavez <p>This study aims to understand the teachers’ challenges, capabilities, and resources in teaching learners with reading difficulties. It utilized a qualitative descriptive approach and data were collected using single focus group discussion. A descriptive thematic approach was employed following the method of Braun &amp; Clark to analyze the data and describe the experiences of the informants. Participants of this study are 17 teachers from Junior High School in one public school in the City Schools Division of Dasmariñas who encountered students with reading difficulties in the conduct of their classes during the first quarter of school year 2022-2023. Findings revealed that in terms of challenges, the following themes emerged 1) Low participation in class, 2) Unmet learning competencies; as regards to capabilities 3) Language teachers are capable, 4) Content teachers have inadequate skills, and when it comes to teachers’ needs 5) Capacity building, 6) Intensification of reading intervention, and 7) Learning resources for reading.</p> 2023-03-20T00:00:00+07:00 Copyright (c) 2023 Leylanie Adao, Cesar Chester Relleve, Joel Salazar, Katrezia Fiel Macawile, Marites Chavez Exploring the application of self-directed and cooperative learning in information systems education: a critical analysis 2023-03-28T12:43:16+07:00 Joshua Ebere Chukwuere <p>Learning is a continuous process of acquiring knowledge. Information systems (IS) is a sub-discipline of computing discipline with a focus on providing theory and practical teaching and learning opportunities and experience for students in the area of managing computing resources in an organization and society at large. The application of self-directed and cooperative learning in information systems (IS) education has been an area of interest for researchers and educators. Self-directed learning emphasizes the learner's autonomy, while cooperative learning emphasizes collaboration and communication among learners. This paper presents a critical analysis involving self-directed and cooperative learning in IS education through a rapid review of the application of these learning approaches in IS teaching and learning. This study used a rapid review in searching, identifying, and analyzing relevant peer-review papers in critically analyzing the application of self-directed and cooperative learning in IS teaching and learning process. The analysis was done through a systematic approach reviewing relevant literature and identifying the benefits, challenges, and implications of self-directed and cooperative learning in IS education. The data analysis followed a rapid review approach to reaching the findings. The study revealed the meaning of SDL and CL and their application in IS teaching and learning process. The study also found different models that encourage the application of SDL and CL in IS teaching and learning process. The paper concludes with recommendations for IS educators and suggestions for future studies.</p> 2023-04-27T00:00:00+07:00 Copyright (c) 2023 Joshua Ebere Chukwuere Students’ online educational engagement and social relationship through emerging technologies during Covid-19 pandemic 2023-04-05T16:21:51+07:00 Emmalene Maldepena Sherijane Tamblik <p>The advancements in educational technology have proven to be useful during remote learning amidst pandemic, especially in connecting with social groups. The study aimed to relate students’ online educational engagement and social relationships through emerging technologies during the Covid-19 outbreak. Following a descriptive-correlational research design, this study involved one hundred twenty (120) regular third-year Mindanao State University-General Santos City, students. They were officially enrolled during the first semester of 2021-2022. The study used a researcher-made survey questionnaire and interview guide questions, checked, and validated by the experts, to gather the needed data in the study. The weighted mean and Pearson Product-Moment Correlation Coefficient was used to analyze and identify the study results. Findings revealed that the students use social media such as Messenger, Google Meet, Facebook, emails, and other online platforms to communicate with their family, friends, and teachers. Also, it was found that students form social relationships through consistent communication and positive communication. The results indicated that the online educational engagement of the students significantly influences their social relationships. This study recommended that the Faculty of the College of Education, Bachelor of Elementary Education, Mindanao State University-General Santos City, may use other online tools such as Viber for online education to enhance students’ online learning further.</p> 2023-04-27T00:00:00+07:00 Copyright (c) 2023 Emmalene Maldepena, Sherijane Tamblik