Student Journal of Technology and Educational Research (SJTER)
Student Journal of Technology and Educational Research (SJTER) is a peer-reviewed academic journal dedicated to showcasing the research outputs of student-researchers in Teacher Education programs, Senior High School, Graduate School, and allied fields. The journal serves as an inclusive platform for emerging scholars to share their academic inquiries, innovative ideas, and evidence-based practices that contribute to the advancement of education. The journal serves as an inclusive platform for emerging scholars to share their academic inquiries, innovative ideas, and evidence-based practices that contribute to the advancement of education. SJTER covers a broad range of disciplines, including Language and Literature, Mathematics, Social Studies, Early Childhood Education, Elementary and Higher Education, Technology and Livelihood Education, Physical Education, ICT and other related fields within the spectrum of technology and educational research. The journal aims to feature outstanding student research that reflects emerging trends, foundational principles, innovative pedagogical practices, experimental approaches, methodological rigor, and educational literacy. Through this focus, SJTER empowers student researchers to engage in meaningful academic discourse and develop competencies vital for scholarly and professional growth. Ultimately, SJTER seeks to contribute to the broader academic community by promoting student-led research, developing a culture of inquiry, and supporting the development of future educators, researchers, and leaders in the field of education.
Effectiveness of Artificial Intelligence-Supported Academic Writing Tools with Peer Feedback in Enhancing ESL Students’ Written Discourse: Basis in Designing Student-Oriented Training Program
Academic writing remains a critical yet challenging skill for English as a Second Language (ESL) learners, particularly in producing well-organized and content-rich discourse. This study investigated the effectiveness of Artificial Intelligence-supported academic writing tools combined with peer feedback in enhancing the written discourse of third-year English major students at Isabela State University-Echague Campus during Academic Year 2025-2026. Employing a mixed-methods design, the study compared students’ expository essays before and after the intervention using a validated rubric focusing on language, organization, and content, complemented by discourse analysis of writing development. Quantitative results revealed significant improvements across all writing domains after the integration of AI tools and peer feedback, regardless of sex. Qualitative findings further indicated enhanced coherence, linguistic accuracy, and content development. The study highlights the pedagogical value of integrating AI-assisted tools with structured peer feedback and serves as a basis for designing a student-oriented training program to support ethical, collaborative, and effective ESL academic instruction.
Copyright (c) 2025 Student Journal of Technology and Educational Research (SJTER)
The Role of English Film Viewing in the Vocabulary Skills Development and Language Learning Motivation of English Major Students: A Basis in Designing Video-Based Learning Material
This study investigated the role of English film viewing in the vocabulary development and language learning motivation of English major students at Isabela State University–Echague Campus and served as the basis for developing video-based learning material. Using a descriptive-correlational design, data from first- to third-year English majors were collected through validated questionnaires and analyzed using descriptive statistics, ANOVA, and Pearson correlation, with findings strengthened through triangulation. Findings revealed that ESL learners perceive English film viewing as enhancing vocabulary skills—particularly in word relationship and word order—and increasing language learning motivation across integrative and instrumental orientations, attitudes toward English, desire to learn English, and motivational intensity. Significant differences were found by sex in vocabulary development, and by sex and year level in motivation, with a significant positive relationship between the role of English film viewing on ESL learners’ vocabulary skills development and language learning motivation. Given these findings, the study supports the use of video-based learning material integrating film excerpts, contextual vocabulary tasks, and guided grammar activities to promote sustained vocabulary development and language learner motivation.
Effectiveness of Semantic-Focused TikTok Videos as a Learning Resource and Vocabulary Proficiency of Freshman Education Students
This study was conducted to determine the effectiveness of semantic-focused TikTok videos as a learning resource in improving the vocabulary proficiency of first-year Education students enrolled in the Purposive Communication course at Isabela State University–Echague during the Academic Year 2025–2026. A quasi-experimental research design employing a pre-test–post-test approach was used to assess students’ vocabulary proficiency before and after exposure to the intervention. The study focused on four vocabulary domains: word recognition, word usage, meaning inference, and contextual understanding. The findings revealed that the students’ vocabulary proficiency prior to the intervention was generally at the “Passed” to “Below Fair” level, while their post-test performance significantly improved to the “Good” to “Satisfactory” level across all domains. Notably, word recognition and word usage showed the highest level of improvement. Statistical analysis further showed no significant differences in the level of vocabulary improvement when the respondents were grouped according to sex and academic program. Moreover, the implementation of semantic-focused TikTok videos resulted in a statistically significant difference between the pre-test and post-test scores, indicating the effectiveness of the intervention. A significant positive relationship was also found between the students’ pre-test and post-test vocabulary proficiency scores. These results suggest that semantic-focused TikTok videos have strong potential as an engaging and effective supplementary learning resource for vocabulary enhancement in higher education. The study underscores the importance of integrating technology-based instructional materials that align with students’ learning preferences to enhance vocabulary proficiency. Recommendations were provided for teachers, students, school administrators, curriculum planners, and future researchers to maximize the pedagogical benefits of TikTok while addressing instructional and contextual challenges.
The Use of Real-World Application in Technology and Livelihood Education Instruction in Relation to Students’ Performance
This study used the real-world applications in Technology and Livelihood Education (TLE) instruction at Cluster 4, Division of Las Piñas, Philippines. A quantitative descriptive-correlational study was utilized with sixty-one (61) TLE teachers. The results show that most of the young female respondents specializing in Home Economics and Industrial Arts have moderate exposure to professional development. The integration of real-world applications in TLE is hindered by a combination of institutional, logistical, and pedagogical challenges. The most critical barriers, including time constraints, large class sizes, resource limitations, and insufficient training, point to systemic issues that need to be addressed to enhance the effectiveness of TLE instruction. Additionally, challenges related to curriculum design, administrative support, and student preparedness highlight the need for a more holistic approach that considers not only teachers’ competencies but also the broader educational environment. Addressing these challenges may require curriculum adjustments, increased funding, enhanced teacher training, and stronger administrative support to create a more conducive learning environment for real-world applications in TLE.
Technology and Livelihood Education (TLE)
Gender and Development Crime and Violation Information System
This study discusses the development of the "Gender and Development Crime Violence Information System," a tool designed to store, manage, and analyze crime and violence data within a barangay. The technology developed addresses issues in line with domestic violence, child abuse, and hazards within the community that assist the Barangay Captain and Secretary in managing documents and crime reports. The system enables the barangay officials to make informed decisions by evaluating and presenting data in tabular and graphical formats. It includes features such as crime rate analysis per Purok, individual crime reports, and a profile management system for barangay residents. The system was developed using the System Development Life Cycle (SDLC) methodology, incorporating Rapid Application Development (RAD) for efficient iterative development. The developed system received high satisfaction ratings from its respondents, with "Strongly Agree" responses for the system's functionality, usability, and performance, affirming that it meets user requirements. This system was successfully implemented in six (6) Barangays of San Isidro, Isabela, improving the management of crime and violence data, reducing paperwork, and enhancing efficiency within the barangay administration. The study shows that the "Gender and Development Crime and Violation Information System" offers significant improvements over traditional manual recording systems of the barangay, making tasks more organized and secure.
Computer Aided Instructional Material (CAIM) in Learning Common Ailments Remedy
The developed application, titled "Computer Aided Instructional Materials (CAIM) in Learning Common Ailments Remedy," aims to improve students' knowledge of common ailments and their herbal remedies. Many students struggle with identifying appropriate herbal treatments for various conditions. To address this, the researchers created clearer modules that use Android technology to teach common ailments and plant-based remedies. The study's primary goal is to provide an efficient learning tool for the College of Nursing at Isabela State University, Echague Campus, offering students a portable reference for ailments and their remedies. The application features six key functions: an A-Z Common Ailments Dictionary, an A-Z Common Herbal Remedy list with preparation instructions, a Quick Search engine for ailments and herbs, quizzes (Pretest and Post-test), trivia on medical practices, and an "About Us" section with researcher information and references. The system was developed using Rapid Application Development (RAD) methodology and technologies like Java for coding, SQLite for the database, XML for layout and design, and CSS/HTML for display. The application was evaluated for information quality, usability, and portability. Results showed mean ratings of 4.45 for information quality, 4.71 for usability, and 4.575 for portability, all corresponding to "Agree." The overall system rating was 4.5325, indicating that users found the application both useful and easy to use.
Computer Aided Instructional Materials (CAIM)
Pragmatics and Language Registers in Teaching and Learning for Rwandan Secondary Schools
This study explores the role of pragmatics and language registers in teaching and learning Kinyarwanda in Rwandan secondary schools. It is based on the hypothesis that both teachers and students struggle to effectively use formal Kinyarwanda, whether in speech or writing, due to a limited understanding of pragmatic principles, such as context, purpose, and appropriateness of language use. Adopting both cognitive and communicative approaches, the study employs a mixed-methods design, combining data from classroom observations and questionnaires. The findings indicate that integrating pragmatic awareness and language registers significantly enhances teaching effectiveness and student comprehension. However, the lack of teaching materials on these topics remains a key challenge. Teachers and students recommended stronger collaboration between the Rwanda Cultural Heritage Academy (RCHA) and the Ministry of Education to promote the effective use and preservation of formal Kinyarwanda.
Classroom Code-Switching Attitudes among College of Education Students at Isabela State University
Code-switching, the alternation between languages during communication, is a widespread practice in multilingual societies like the Philippines. Its role in academic settings has long been debated, with scholars questioning whether it enhances or hinders students’ performance. However, there remains a gap in understanding how students’ attitudes toward classroom code-switching relate to their scholastic achievement, particularly among teacher education students who are future classroom practitioners. This study assessed the attitudes of College of Education students at Isabela State University–Echague campus toward classroom code-switching and examined its differences in their profile variables. Using a descriptive-survey design, data were collected through a structured questionnaire administered to students across year levels. The responses were analyzed using frequency counts, mean scores, and comparative statistical methods. Subsequently, students generally perceive classroom code-switching as beneficial, aiding comprehension and facilitating classroom interaction. Female students emphasized their role in authentic self-expression, while second-year students associated it more strongly with honesty and emotional openness compared to other groups. Thus, while code-switching may not directly influence academic achievement, it contributes to inclusivity and expression, emphasizing its pedagogical value in higher education.
Proximate Composition and Acceptability of Eggplant (Solanum melongena) Nutri-Chips
This study focused on the development and evaluation of eggplant (Solanum melongena) Nutri-chips using varying proportions of cornstarch, flour, and corn-based Sagip Nutri-Pack. A Completely Randomized Design (CRD) with three treatments was used to assess differences in sensory attributes and nutritional composition. The production process involved standardized preparation, cooking, and sensory evaluation procedures. Forty (40) BTLED students from Isabela State University-Echague Campus participated in the sensory evaluation, rating the products based on appearance, aroma, flavor, texture, and general acceptability using a 9-point Hedonic Scale. Results from ANOVA indicated that there was a significant difference in appearance acceptability (p < 0.01), with Treatment 2 receiving the highest mean score. However, no significant differences were observed among treatments in terms of aroma, flavor, texture, and overall acceptability, although numerical variations in mean scores were noted. Nutritional analysis revealed that all treatments met acceptable ranges for crude protein, crude fiber, crude fat, moisture, and ash content based on standard values. Treatment 3 had the highest fat and moisture content, while Treatment 1 had the highest protein content. Cost analysis further confirmed the economic feasibility of the product. Overall, the study suggests that eggplant Nutri-chips are a nutritionally acceptable and market-viable snack product. Treatment 2 was the most preferred in terms of appearance, but all treatments were deemed generally acceptable. The study recommends further analysis of the product's vitamin, mineral content and shelf life to ensure nutritional value and stability.
The Perceived Impact of TVL-ICT Senior High School Work Immersion Program on Middle-Level Employment Readiness and Tertiary Education Preparation
The purpose of this study was to assess the perceived impact of work immersion in the Technical-Vocational-Livelihood (TVL) Information and Communications Technology (ICT) strand on senior high school students’ work readiness and college readiness in the Philippines. The researchers surveyed Grade 12 TVL-ICT students at Echague National High School. The study revealed that work immersion improves technical skills, including hardware assembly, software installation, and adherence to occupational health and safety practices. It also enhances students’ tool setup, market knowledge, and entrepreneurial competencies. Moreover, it fosters self-improvement, career planning, and the ability to generate business ideas. However, there are still areas for growth and development, particularly in understanding customer value and connecting senior high learning to college programs. Students become more motivated and informed as they go through the work immersion process, helping them make wiser choices regarding their college programs and career paths. The research also uncovered gender differences, with male students demonstrating greater confidence, technical proficiency, and motivation in hands-on training compared to their female counterparts. This highlights the need for more inclusive strategies to enhance female participation and ensure equal learning opportunities. It is recommended to strengthen partnerships between schools and industry, promote innovation-oriented training, implement mentorship programs, and address gender disparities. If these mechanisms are enhanced, work immersion can more effectively equip learners for success in their chosen paths.
Reading Performance Level and Factors Affecting Comprehension Abilities of Junior High School Students: A Basis for Competency-Based Reading Intervention Program
This study determined the reading performance levels and factors affecting reading comprehension among Grade 10 students at Echague National High School during the school year 2024-2025, with the aim of designing a competency-based reading intervention program. Using a convergent mixed-parallel design, the researchers utilized the Phil-IRI, surveys, and structured interviews with 195 students selected through stratified sampling. Data were analyzed using frequency counts, weighted means, and Pearson’s r. The findings revealed that the students' reading performance was at an instructional level, with linguistic knowledge, teacher support, family background, and environmental factors affecting comprehension. However, students' perceptions generally did not appear to influence their reading comprehension. A significant and negative relationship was found between reading performance levels and the effects of stress, anxiety, and reading material difficulty. Based on these results, a reading intervention program was designed to improve reading performance and address stress and anxiety, as well as ensure that reading materials align with students’ interests and abilities.
competency-based reading intervention program
Financial Literacy of Secondary Education Teachers: Basis for Intervention Program for Financial Education
This study aimed to assess the financial literacy of secondary education teachers as a basis for the development of intervention programs. Using a descriptive-comparative approach, data were collected from 128 respondents across three secondary schools in Echague, Isabela. Financial literacy was evaluated across seven domains: Relating Income and Education, Money Management, Credit and Debt Management, Planning, Saving, and Investing, Becoming a Critical Consumer, Community and Financial Responsibility, and Risk Management. The findings revealed that respondents consistently demonstrated excellent levels of financial literacy in the seven domains. The strongest performance was observed in understanding the relationship between income and factors such as career choice, education, and taxes. Statistical analyses indicated no significant differences in financial literacy when respondents were grouped by sex, civil status, educational attainment, teaching positions, and net take-home pay. The study then proposed “Classroom to Cashflow: Financial Literacy for Teachers of All Ages,” designed to provide teachers with comprehensive financial knowledge to improve financial decision-making.
Translanguaging Practices in Oral Language Context: Designing Multilingual Instructional Tasks for Education Students
The purpose of this study is to investigate how students engage and practice translanguaging during oral communication and to develop multilingual instructional tasks informed by these practices. Second-year undergraduate education students represent the respondents. Using a mixed-methods approach with a convergent parallel design, the study employs a survey to explore students’ perceptions of translanguaging in group presentations and discussions, along with its effects on their educational experiences. Discourse analysis of audio recordings and transcriptions examines students' translanguaging activities. Findings reveal that students consistently practice translanguaging to enhance comprehension and communication, with the intra-sentential type being the most prevalent. The study highlights the need to encourage congruent lexicalization and increase the use of translation and humor for various functions. Proposed multilingual instructional tasks include group activities utilizing multiple languages, peer translation exercises, role-playing scenarios, and oral presentations encouraging translanguaging. These tasks aim to foster inclusivity, motivation, and engagement while supporting communication, comprehension, and partici
Reading Strategies, Reading Interests, and Academic Writing Proficiency of Senior High School Students: A Basis in Designing Discourse-Based Tasks
This study investigated the relationship among the reading strategies, reading interests, and academic writing proficiency of the Grade 11 students of Echague National High School. The researchers adopted the Survey of Reading Strategies of Kouider Mohktari and Ravi Sheorey (2002) to identify the reading strategies of the respondents, and a questionnaire from Noortyani (2018) to determine their reading interests. Data were obtained on their writing proficiency by administering the Writing Proficiency Test which is evaluated by inter-raters using Analytical Rubric.The findings showed that students predominantly used problem-solving strategies while reading and had moderate reading interests, with a positive attitude toward reading. However, their academic writing proficiency was mostly at the developing level. No significant relationship was found between reading interests and writing proficiency, except for two specific reading interests. Additionally, no significant correlation existed between reading strategies and writing proficiency. Finally, there is a significant relationship found between the reading interests and reading strategies of the respondents.The findings led the researchers to the development of a material titled “Mastering Organization and Global Reading Skills: A Comprehensive Guide for Academic Success”, to enhance students’ organizational skills in writing and use of global reading strategies.
A Quality Model for Chichacorn Industry in Candon City, Ilocos Sur
This study assessed the operational efficiency, production and marketing management practices, and service quality of the chichacorn industry in Candon City, Ilocos Sur, with the goal of formulating a quality improvement model. Using a descriptive-comparative research design, data were gathered from industry owners, workers, sellers, and customers through validated survey instruments. Results showed that the overall extent of resource efficiency, production practices, marketing strategies, and service quality were rated as very high by all stakeholder groups. T-test analyses revealed no significant differences in perceptions between owners and workers or sellers and customers, except for service quality, where customers expressed significantly higher satisfaction levels. Based on these findings, a quality model integrating Deming’s PDCA cycle was proposed, focusing on continuous improvement across resource management, production, marketing, and customer service. The model also considers external factors such as policy, market trends, and natural disruptions. The study highlights the industry's strengths and offers a strategic framework for sustained competitiveness and quality enhancement.
Training Management System of Technical and Vocational Education and Training (TVET) Institutions in Isabela
This study explored how well the training management systems in Technical and Vocational Education and Training (TVET) institutions are working, specifically at the Southern Isabela College of Arts and Trades (SICAT) and the Ilagan School of Arts and Trades (ISAT) in Isabela. With the help of 64 trainers as respondents, the research focused on four key areas: infrastructure, training, staff, and assessment. Data were gathered through surveys and analyzed using descriptive statistics and one-way ANOVA to uncover any differences across various sectors. Overall, the results showed that most trainers believe their institutions are doing a good job, especially when it comes to updated training programs, skilled staff, and strong assessment systems. Many rated their experiences as exceeding expectations. However, the study also revealed that not all sectors share the same experience. Trainers in the Garments and Construction sectors, for instance, reported challenges such as limited facilities, fewer professional development opportunities, and unclear training processes. Meanwhile, sectors like Tourism and Automotive felt more supported. These findings suggest that while TVET institutions are on the right path, there is still room for improvement, particularly in ensuring that all sectors have equal access to quality resources and support. The study recommends investing more in infrastructure, providing fair and consistent training opportunities, and promoting clear communication and continuous improvement in all areas. By doing so, TVET institutions can better support both trainers and learners in building skills that matter in today’s workforce.
Technical and Vocational Education and Training (TVET)
Modeling the Determinants of Students’ Choice of Mathematics as a Specialization: A Binary Logistic Regression Analysis
This study investigated the factors influencing students’ decision to pursue mathematics as their major in the Bachelor of Secondary Education program. It examined the respondents' demographic profiles, academic honors, participation in mathematics-related activities, attitudes toward mathematics, and self-reported motivation, enjoyment, and self-efficacy. The majority of the respondents were female, graduates of public Senior High Schools, and came from the Humanities and Social Sciences strand. Most were recognized with academic honors and had participated in the MTAP Challenge organized by Metrobank Foundation, MTAP, and the Department of Education. In terms of academic performance, the majority obtained a final grade of 2.00 or higher in Mathematics in the Modern World. Attitudinal measures indicated that students generally viewed mathematics as valuable and enjoyable, though confidence in learning advanced mathematics and class participation remained relatively low. Logistic regression analysis revealed that Attitude Towards Mathematics and MTAP Participation were statistically significant predictors of students’ likelihood to choose mathematics as their major. Students with positive attitudes had an odds ratio of 8.68, while MTAP participants were also more likely to choose mathematics, indicating the importance of early exposure and favorable dispositions. Other variables such as sex, academic strand, type of school, academic honors, and final grades did not show significant influence. The model’s predictive performance was stronger in identifying students likely to specialize in mathematics than those who were not. The findings highlight the value of fostering positive attitudes and providing enrichment opportunities to promote mathematics specialization among education students.
Use of Artificial Intelligence Generative Tools in Enhancing Academic Writing Outputs: Basis in Designing Skill-Based Writing Activities
This study examined how AI generative tools like Grammarly, Quillbot, Gemini, and ChatGPT enhance students' written outputs in grammar, vocabulary, and cohesion. A qualitative approach was used, with purposive sampling gathering twenty-seven essays from third-year English major students. This study was conducted at Isabela State University, Echague Campus during the School Year 2023-2024. Participants wrote two essays: one without any AI assistance and another with AI-enhanced revisions. Findings show that 34% of the improvements focused on grammar, particularly in verb consistency, sentence structure, articles and prepositions, modifiers, punctuation, capitalization, redundancy, and voice and clarity. Enhancements of AI in the cohesion and vocabulary domains were also observed. Based on these findings, a skill-based writing module was developed, concentrating on the most needed grammatical interventions. The module includes engaging activities aimed at helping students internalize grammar rules and apply them in their writing. This research highlights the potential of AI to support writing instruction by addressing specific grammatical weaknesses and improving academic writing outcomes. The study advocates for further exploration of AI-driven teaching methods in education.
Comparative Analysis of Students’ Engagement in Traditional and Holographic Display-Based Classroom Settings
This study investigated the performance of Grade 6 learners at Divisoria Elementary School in a traditional classroom setting and a holographic display-based learning environment. The main objective was to determine whether the use of holographic displays in teaching significantly improves students’ performance and participation compared to traditional teaching methods. Specifically, the study addressed the problem of low engagement and limited comprehension in traditional classrooms by introducing 3D holographic visuals to enhance understanding. A descriptive-comparative research design was employed, involving two groups of students: one taught using holographic displays and another through traditional teaching. Data were gathered through pre-tests, post-tests, and survey questionnaires to measure both academic performance and engagement levels. The findings revealed that students who learned through holographic displays showed higher post-test scores, and greater engagement compared to those in the traditional group. The study concluded that integrating holographic display technology in elementary education can significantly enhance students’ learning experiences. It helps improve both academic achievement and classroom engagement, particularly when teaching abstract or complex topics. These results suggest that holographic tools can be a valuable addition to modern teaching strategies in support of quality, inclusive education.
Sports Participation and Leadership Qualities of Female Student-Leaders at Isabela State University–Echague Campus
This study examines the relationship between sports participation and the development of leadership skills among female student leaders at Isabela State University–Echague Campus. Using a descriptive-correlational research design, the study assessed the self-reported levels of four key leadership qualities—interpersonal skills, communication skills, decision-making skills, and problem-solving skills—and their association with the respondents’ involvement in sports. Data were collected from 79 female student leaders occupying various organizational positions and participating in different types of sports, primarily individual or dual sports. Findings revealed that interpersonal skills and communication skills are significantly correlated with sports participation, indicating that involvement in athletic activities enhances social interaction, confidence, and the ability to express ideas effectively—traits essential in leadership. In contrast, decision-making and problem-solving skills did not show a significant relationship with sports participation, suggesting that these cognitive aspects may require additional developmental experiences outside of sports. Respondents also reported consistently positive perceptions of the benefits of sports participation, particularly in relation to skill enhancement, confidence-building, and overall well-being. The study concludes that sports serve as a valuable platform for fostering social and communicative leadership skills among female students. However, to develop more comprehensive leadership competence, supplemental training programs should address areas such as decision-making and critical problem-solving. The findings emphasize that while sports participation enhances specific leadership skills, particularly in interpersonal and communication domains, it should be complemented with targeted development programs to strengthen decision-making and problem-solving capacities.
Language Learning Strategies and Level of Motivation of Education Students of Isabela State University-Echague
This study explored the language learning strategies (LLS) and motivational levels of students learning English, examining variations by sex and the relationship between strategy use and motivation. The respondent pool consisted predominantly of female students (n = 236). Findings revealed that students moderately engaged with a range of LLS, with metacognitive strategies being the most frequently employed suggesting increased learner autonomy and self-regulation. Social and cognitive strategies followed, indicating the value placed on interaction and active language use. and compensation strategies were the least used, suggesting a move away from rote methods. Motivational levels were generally high, driven by the desire to learn English. Male students reported significantly higher use of cognitive and social strategies than female students, reflecting more proactive engagement. Motivation levels, however, were statistically similar across sexes, except in one item where male students favored more English courses. Importantly, a significant positive correlation was found between all five LLS and motivation, reinforcing motivation as a key factor in strategic language learning. These findings support the growing emphasis on learner-centered instruction and the role of motivation in enhancing metacognitive awareness and behavioral engagement. It is recommended that educators adopt engaging, strategy-based, and motivationally supportive teaching approaches to further enhance students' language learning outcomes.
Concocting Bougainvillea (Bougainvillea spectabilis) Petal Cookies With Cacao (Theobroma cacao l.) Pod Husk Powder and Nibs
This study was conducted to determine the potential benefits of bougainvillea (Bougainvillea spectabilis) petals, cacao (Theobroma cacao l.) pod husk powder, and nibs and to promote affordable healthy snacks for consumers’ wellness. Four treatments were utilized as follows: Treatment 1 (APF 350g, Bougainvillea Petals 25g, Cacao Nibs 15g, CPHP 5g), Treatment 2 (APF 350g, Bougainvillea Petals 50g, Cacao Nibs 15g, CPHP 10g), Treatment 3 (APF 350g, Bougainvillea Petals 75g, Cacao Nibs 15g, CPHP 15g), Treatment 4 (APF 350g, Bougainvillea Petals 100g, Cacao Nibs 15g, CPHP 20g). The 9-point Hedonic Scale was used for sensory evaluation to determine the acceptability of the Bougainvillea (Bougainvillea spectabilis) Petals Cookies with Cacao (Theobroma cacao l.) Pod Husk Powder and Nibs. The quality attributes tested were color/appearance, texture/crunchiness, odor/aroma, taste/flavor, and general acceptability. Thirty (30) respondents were selected as judges, with some from the faculty and staff of Cagayan Valley Cacao Development Center, Isabela State University, Echague Campus, and others from residents of Liwayway, Diffun, Quirino, with age ranging from 18 to 60. Treatment 4 was rated "like very much" in terms of color/appearance and "like extremely" in terms of odor/aroma by the respondents. The statistical analysis showed no significant differences in taste/flavor and odor/aroma of cookies between treatments. However, Treatment 3 received the highest rating from the respondents in terms of texture/crunchiness, taste/flavor, and overall acceptability, with a qualitative description of "like very much." Hence, among all treatments, Treatment 3 was the most acceptable. The Return on investment per 100 pieces of bougainvillea (Bougainvillea spectabilis) petals cookies with cacao (Theobroma cacao l.) pod husk powder and nibs revealed that Treatment 1 provided the best ROI and that production was more profitable for a business venture.
Copyright (c) 2022 Student Journal of Technology and Educational Research (SJTER)
Blue Pea Flower (Clitoria ternatea) and Latundan Banana (Musa acuminata x M. balbisiana) Ice Cream
Ice cream is an in-demand dessert, especially during the summer season. Consequently, in this study, the researchers innovated the popular dessert by applying blue pea flower (Clitoria ternatea) and latundan banana (Musa acuminata x M. balbisiana). Three treatments were utilized as follows: Treatment 1 (Blue Pea flower extract 64g, Latundan Banana 200g, All-purpose cream 1000g and Condensed milk 975g); Treatment 2 (Blue Pea flower extract 128g, Latundan Banana 100g, All-purpose cream 1000g and Condensed milk 975g); and Treatment 3 (Blue Pea flower extract 256g, Latundan Banana 50g, All-purpose cream 1000g and Condensed milk 975g). The general result of the study in terms of color/appearance, taste/flavor, odor/aroma and general acceptability revealed that Treatment 2 (128g blue pea flower and 100g Latundan Banana) was the most acceptable among the three treatments. Based on the ROI, it could be said that all treatments can be profitably utilized in making blue pea flower (Clitoria ternatea) and Latundan banana (Musa acuminata x M. balbisiana) ice cream.
Oregano (Origanum vulgare) and Lemongrass (Cymbopogon) as a Nutritive Candy
The study was conducted to determine the acceptability of Oregano and Lemongrass as a new flavor in making nutritive candy. Three treatments were utilized as follows: Treatment 1 (473g oregano and 473 lemongrass), Treatment 2 (354g oregano and 236g lemongrass), Treatment 3 (236g oregano and 118g lemongrass). Sensory evaluation was performed to determine the acceptability of transformed oregano and lemongrass into a nutritive candy using a 5-point Hedonic scale. The quality attributes tested the appearance, taste, aroma, and general acceptability. Selected respondents were composed of 30 random persons of Purok 3 at San Bernabe Maddela, Quirino, whose ages ranged from 16 years old to 60 years old. The result of the sensory evaluation was statistically analyzed using one-way between-groups Analysis of Variance (ANOVA). F-test was used to determine a significant difference among the treatments in terms of appearance, taste, aroma, and general acceptability. The result showed that Treatment 3 was rated by the respondents as "Highly acceptable" in terms of appearance, taste, aroma, and general acceptability. For the overall, Treatment 3 was rated "Highly acceptable". Among the three treatments, Treatment 3 (236g oregano and 118g lemongrass) was the most acceptable in terms of appearance, taste, aroma, and general acceptability. There was a highly significant difference among treatments in terms of appearance, taste, aroma, and general acceptability. In terms of profit, the production transformed oregano and lemongrass into a nutritive candy with 354g oregano and 236g lemongrass was more profitable for a business venture with a return on investment of 49.96%.
The researchers conducted a study on banana bark as packaging paper because the students need to take part in ensuring, protecting, and conserving the environment. The best way for students to contribute to a better environment is to avoid wasting paper. The following treatments were used: Treatment 1 (2000 g banana bark, 4000 g water, and 56.9 g sodium hydroxide with 45 mins of boiling time), Treatment 2 (2000 g banana bark, 4000 g water, and 85.35 g sodium hydroxide with 1hr of boiling time), and Treatment 3 (2000 g banana bark, 4000 g water, and 113.8 g sodium hydroxide with 1hr and 15 mins of boiling time). Based on the results, in terms of general acceptability, the statistical analysis revealed significant variations among treatments in which Treatments 2 and 1 were rated “Like extremely” while Treatment 3 was rated ”Like very much”. In general, Analysis of Variance results showed that there was a significant difference among the three formulations regarding their general acceptability. A comparison of means shows that the mean score was comparable with Treatments 2 and 1 but statistically different. The result implied that among the three treatments of banana bark packaging paper, Treatment 2 was more preferred by the respondents, followed by Treatments 1 and 3. Based on the result of the study, Treatment 2 of banana bark packaging paper was recommended as alternate packaging paper. The size of banana bark eco-packaging paper must be improved. And the color of the banana packaging paper needs to be enhanced.
Pinilisa Rice wine is purple-colored rice that is abundant in Jones, Isabela. With this, the study aimed to develop Pinilisa rice wine. This study was conducted at Brgy. Villa Fermin, Echague, Isabela from the period of November 15 - December 17, 2021. Three treatments were used in making Pinilisa rice wine. There were 30 respondents who were drinking wine who participated in this study for the sensory evaluation. A 9-point Hedonic Scale was used to evaluate the acceptability of the three treatments. Analysis of Variance (ANOVA) or F-Test, Randomized Complete Block Design (RCBD), mean and descriptive statistics were used to test if there was a significant difference between the treatment samples in terms of color/appearance, taste/flavor, odor/aroma, texture, and general acceptability. The results revealed that in terms of color/appearance, taste/flavor, odor/aroma, texture, and general acceptability, Treatment 3 got the highest mean score and a final descriptive rating of “like extremely”; therefore, treatment 3 was the most acceptable in all the quality attributes. Also, treatment 3 was the most acceptable treatment, with a final descriptive rating of “like extremely.” In all the sensory evaluations conducted, Analysis of Variance showed a highly significant difference among the three treatments. Based on the Return on Investment (ROI), results showed that ROI was relatively different for each treatment. To conclude, each treatment can have a positive venture, as demonstrated by the ROI computed.
Factors Affecting the Anxiety Level Towards Online Learning and Academic Performance of Education Students in Isabela State University
This study was conducted to analyze the factors affecting the level of anxiety of the respondents from the Bachelor of Elementary Education at Isabela State University-Main Campus and its relation to their age, sex, and academic performance. Frequency counts, percentage, Pearson R, T-test, and weighted mean were used to generate results from the acquired quantitative data. The findings revealed a significant difference in the factors affecting the level of anxiety of the Bachelor of Elementary Education students in Isabela State University-Main Campus towards online learning when grouped according to their sex. Likewise, there is a significant relationship between the factors affecting the levels of anxiety of the students and their age and academic performance.
Study Habits and Academic Performance of Education Students in Isabela State University Echague Campus
The study aimed to determine the study habits and the academic performance of BEED students of Isabela State University-Echague Campus. The respondents were 78 Fourth-Year students of the Bachelor of Elementary Education who were enrolled during the First and Second Semesters of the School Year 2021-2022. The data were gathered using the survey research design. The results showed that there was a positive relationship between the academic performance and the study habits of the respondents concerning a spacious room with good ventilation and other equipment such as chairs and table, studying with no distractions in the surroundings, social media, and environment, and study techniques like taking down notes in own words, highlighting important words, studying up to 3 hours, having a study time table, and studying with friends but less verbal.
Satisfaction Level on the Delivery of Learning Management System and Academic Performance of Elementary Pupils in The School of St. Joseph The Worker-Echague
The study was conducted to investigate the level of satisfaction of the respondents on the delivery of Learning Management System. The researchers utilized the descriptive-correlational method to describe the profile, academic performance, and the level of satisfaction of the respondents in using Learning System Management (LMS). Random sampling was used to select the respondents from the School of St. Joseph the Worker with a 5% margin of error as desired. The result revealed that students were highly satisfied with the use of the Learning Management System (LMS). The study also revealed that the level of satisfaction of the respondents on LMS was not significantly related to their academic performance. Moreover, the findings revealed that there was a significant difference in the respondent's level of satisfaction with LMS according to sex. The overall findings showed no sufficient evidence to prove that satisfaction with LMS can predict academic performance.
Perceived Opportunities and Challenges in Online Learning and Academic Performance of Education Students in Isabela State University
The study was conducted to determine the profile of the respondents in terms of age and sex; find the academic performance of the respondents during the First Semester of SY 2020-2021; determine the opportunities and challenges in online learning perceived by the respondents; find the difference on the respondents’ perceived opportunities and challenges in online learning when grouped according to sex; and find the relationship between the respondents’ age, academic performance, and their perceived opportunities and challenges in online learning. The study utilized the descriptive correlational method as research design, random sampling technique as participants selection, and online survey questionnaire as data gathering tool. The respondents of the study were the Bachelor of Elementary Education students of Isabela State University-Echague Campus. The results of the study showed that there is no significant difference between the perceived opportunities and challenges in online learning of the respondents when they are grouped according to sex. Also, there is no significant relationship between the respondents’ age, academic performance, and their perceived opportunities and challenges in online learning.