The study determined the growth and yield response of pepper (Capsicum annuum L.) to varying concentrations and frequencies of Carrageenan Plant Growth Promoter (CPGP). The study was set-up in a split-plot randomized complete block design with three replications. The three varying application frequencies were designated as main-plots, and the four concentrations of CPGP, as sub-plots. Peppers applied with 120 ppm and two to three times application of CPGP significantly matured earlier based on number of days to flowering and number of days to first priming. The same treatment combination resulted in significantly taller plants and higher number of lateral shoots. In terms of yield, however, CPGP at 120 ppm applied three times gave significantly higher number and heavier weight of fruits. The concentration of 120 ppm CPGP applied thrice in growing pepper is shown in the study to be the best treatment combination, thus, is recommended to improve the growth and increase the yield of pepper.
{"title":"Growth and yield response of pepper (Capsicum annuum L.) to foliar application of carrageenan plant growth promoter","authors":"Xaviery Joseph Guzman, M. Valdez","doi":"10.53378/353069","DOIUrl":"https://doi.org/10.53378/353069","url":null,"abstract":"The study determined the growth and yield response of pepper (Capsicum annuum L.) to varying concentrations and frequencies of Carrageenan Plant Growth Promoter (CPGP). The study was set-up in a split-plot randomized complete block design with three replications. The three varying application frequencies were designated as main-plots, and the four concentrations of CPGP, as sub-plots. Peppers applied with 120 ppm and two to three times application of CPGP significantly matured earlier based on number of days to flowering and number of days to first priming. The same treatment combination resulted in significantly taller plants and higher number of lateral shoots. In terms of yield, however, CPGP at 120 ppm applied three times gave significantly higher number and heavier weight of fruits. The concentration of 120 ppm CPGP applied thrice in growing pepper is shown in the study to be the best treatment combination, thus, is recommended to improve the growth and increase the yield of pepper.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study determined the effect of the developed multisensory supplementary instructional material in enhancing scientific knowledge of grade 9 learners. Moreover, the study assessed significant difference between the pre-and post-assessment scores of the learners who used the instructional material and the significant relationship between the perceived acceptability of the multisensory supplementary instructional material and the students’ level of scientific knowledge. Using descriptive-developmental research, it involved 30 grade 9 students during the school year 2022-2023. A cognitive diagnostic test in terms of remembering, understanding, applying, analyzing, evaluating, and creating was used to identify the least-mastered competency among the topics. Pre-and post-assessment, which measured the scientific knowledge of the students, went through internal and external validation of the panel of examiners and group of teachers. Results revealed a significant difference between the pre-and post-assessment scores of the students as to content and epistemic knowledge whereas there is no significant difference found in the procedural knowledge. It can be inferred that the students enhanced their scientific knowledge after the utilization of the multisensory supplementary instructional material. However, there is no significant relationship obtained between the students’ perception on the acceptability of the material to their level of scientific knowledge.
{"title":"Multisensory supplementary instructional material in earth and space science","authors":"Agnes Bitong, Elisa Chua","doi":"10.53378/353045","DOIUrl":"https://doi.org/10.53378/353045","url":null,"abstract":"This study determined the effect of the developed multisensory supplementary instructional material in enhancing scientific knowledge of grade 9 learners. Moreover, the study assessed significant difference between the pre-and post-assessment scores of the learners who used the instructional material and the significant relationship between the perceived acceptability of the multisensory supplementary instructional material and the students’ level of scientific knowledge. Using descriptive-developmental research, it involved 30 grade 9 students during the school year 2022-2023. A cognitive diagnostic test in terms of remembering, understanding, applying, analyzing, evaluating, and creating was used to identify the least-mastered competency among the topics. Pre-and post-assessment, which measured the scientific knowledge of the students, went through internal and external validation of the panel of examiners and group of teachers. Results revealed a significant difference between the pre-and post-assessment scores of the students as to content and epistemic knowledge whereas there is no significant difference found in the procedural knowledge. It can be inferred that the students enhanced their scientific knowledge after the utilization of the multisensory supplementary instructional material. However, there is no significant relationship obtained between the students’ perception on the acceptability of the material to their level of scientific knowledge.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"65 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Agusrawati Agusrawati, Fithria Fithria, G. A. Wibawa, Ruslan Ruslan, Hamirul Hadini, Baharuddin Baharuddin, Irma Yahya, B. Abapihi
We studied the spatial patterns of Dengue Hemorrhagic Fever (DHF) transmission in Baubau, a city in Southeast Sulawesi, Indonesia. DHF is a serious disease caused by the dengue virus and spread by Aedes mosquitoes. We used Moran’s Index, a spatial analysis tool, to create a DHF spread map for Baubau’s sub-districts. We found different patterns of DHF risk, such as: cold spots, Betoambari and Batupoaro had lower DHF cases, but they were vulnerable to infection from nearby areas; hot spot, Murhum had higher DHF cases and could transmit the disease to neighboring areas; and low risk, Bungi had the lowest DHF risk and was resilient to infection. Our findings suggest that preventive measures should be tailored to the specific risk level of each sub-district. Our study also provides useful guidance for controlling DHF transmission in Baubau and beyond. Our research is a beacon of hope for a safer and healthier future.
{"title":"Spatial Analysis on the Spread of Dengue Hemorrhagic Fever in Baubau, Southeast Sulawesi, Indonesia","authors":"Agusrawati Agusrawati, Fithria Fithria, G. A. Wibawa, Ruslan Ruslan, Hamirul Hadini, Baharuddin Baharuddin, Irma Yahya, B. Abapihi","doi":"10.53378/353033","DOIUrl":"https://doi.org/10.53378/353033","url":null,"abstract":"We studied the spatial patterns of Dengue Hemorrhagic Fever (DHF) transmission in Baubau, a city in Southeast Sulawesi, Indonesia. DHF is a serious disease caused by the dengue virus and spread by Aedes mosquitoes. We used Moran’s Index, a spatial analysis tool, to create a DHF spread map for Baubau’s sub-districts. We found different patterns of DHF risk, such as: cold spots, Betoambari and Batupoaro had lower DHF cases, but they were vulnerable to infection from nearby areas; hot spot, Murhum had higher DHF cases and could transmit the disease to neighboring areas; and low risk, Bungi had the lowest DHF risk and was resilient to infection. Our findings suggest that preventive measures should be tailored to the specific risk level of each sub-district. Our study also provides useful guidance for controlling DHF transmission in Baubau and beyond. Our research is a beacon of hope for a safer and healthier future.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"22 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study explores the role of ChatGPT in the development of a micro-level framework for Educational Technology (EdTech). This study employed an inductive research design particularly a Constructivist Grounded Theory (CGT) approach from thirty-four private secondary high school teachers in the Philippines. To gather insights from specific participants, a semi-structured interview format was utilized. The instrument went through face validation from two experts well-versed in education research, instrumentation, and three-stage prompts. In addition, using JAMOVI software, Fleiss’ Kappa was used with a value of 0.715 indicating a substantial agreement among the expert validators. The interviews were designed to be open-ended, allowing for a flexible exploration of the research topic then subjected for data analysis with the aid of QDA Miner lite software. The findings revealed three (3) distinct milieux: pedagogical support, professional development, and ethical sense. In the (a) pedagogical support milieu, ChatGPT emerges as a virtual compass, offering real-time assistance, explanations, and guidance for teachers. It demonstrates the capability to answer questions, clarify concepts, and provide step-by-step support, crafted to individual students’ needs and learning styles; within the (b) redesigning milieu, it serves as a catalyst for adapting and recalibrating assessment and teaching strategies to suit learning purpose; and (c) ethical sense milieu highlights various implications, including data privacy, plagiarism, transparency, accountability, and overly reliant to the AI tool. Thus, this paper offers a micro-level framework anchored to the ChatGPT’s role in EdTech and aims to stimulate further scholarly discourse in the field.
{"title":"ChatGPT: Towards Educational Technology Micro-Level Framework","authors":"Carie Justine Estrellado, Glen Millar","doi":"10.53378/353035","DOIUrl":"https://doi.org/10.53378/353035","url":null,"abstract":"The study explores the role of ChatGPT in the development of a micro-level framework for Educational Technology (EdTech). This study employed an inductive research design particularly a Constructivist Grounded Theory (CGT) approach from thirty-four private secondary high school teachers in the Philippines. To gather insights from specific participants, a semi-structured interview format was utilized. The instrument went through face validation from two experts well-versed in education research, instrumentation, and three-stage prompts. In addition, using JAMOVI software, Fleiss’ Kappa was used with a value of 0.715 indicating a substantial agreement among the expert validators. The interviews were designed to be open-ended, allowing for a flexible exploration of the research topic then subjected for data analysis with the aid of QDA Miner lite software. The findings revealed three (3) distinct milieux: pedagogical support, professional development, and ethical sense. In the (a) pedagogical support milieu, ChatGPT emerges as a virtual compass, offering real-time assistance, explanations, and guidance for teachers. It demonstrates the capability to answer questions, clarify concepts, and provide step-by-step support, crafted to individual students’ needs and learning styles; within the (b) redesigning milieu, it serves as a catalyst for adapting and recalibrating assessment and teaching strategies to suit learning purpose; and (c) ethical sense milieu highlights various implications, including data privacy, plagiarism, transparency, accountability, and overly reliant to the AI tool. Thus, this paper offers a micro-level framework anchored to the ChatGPT’s role in EdTech and aims to stimulate further scholarly discourse in the field.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"21 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This capstone project aimed to develop an offline computer-based assessment (CBA) tool that uses a computer instead of a traditional paper test in evaluating student learning. This addresses the difficulties faced by teachers in administering quarterly assessments. Incorporating technology into student assessment can increase student interest because of the immediate feedback generated automatically and can help teachers improve their work performance. This capstone project employed a developmental approach and utilized a modified ADDIE (Analysis, Design, and Development) model to design the tool using Microsoft PowerPoint and Excel. Ten experts in mathematics, ICT, and assessment validated the face and content validity of the developed CBA tool. Based on the panel’s evaluation, the developed offline CBA tool in Statistics and Probability has passed all the assigned criteria, such as functionality, usability, efficiency, technicality, and accessibility. Overall, the developed CBA tool is suitable for use to address assessment-related issues.
{"title":"Development of an Offline Computer-Based Assessment Tool in Statistics and Probability Utilizing MS PowerPoint and MS Excel","authors":"Cherry Mae Cabrera, Jupeth Pentang","doi":"10.53378/353034","DOIUrl":"https://doi.org/10.53378/353034","url":null,"abstract":"This capstone project aimed to develop an offline computer-based assessment (CBA) tool that uses a computer instead of a traditional paper test in evaluating student learning. This addresses the difficulties faced by teachers in administering quarterly assessments. Incorporating technology into student assessment can increase student interest because of the immediate feedback generated automatically and can help teachers improve their work performance. This capstone project employed a developmental approach and utilized a modified ADDIE (Analysis, Design, and Development) model to design the tool using Microsoft PowerPoint and Excel. Ten experts in mathematics, ICT, and assessment validated the face and content validity of the developed CBA tool. Based on the panel’s evaluation, the developed offline CBA tool in Statistics and Probability has passed all the assigned criteria, such as functionality, usability, efficiency, technicality, and accessibility. Overall, the developed CBA tool is suitable for use to address assessment-related issues.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"349 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Mumah, H. F. Akande, S. Alexander, K. Y. Mudi, O. Olaniyan, F. Samuel
This study used the proportional nodes method, a novel curve fitting approach to correlate data for dynamic viscosity of ammonia-water solution. The approach integrates polynomial equations, generated at various temperatures, with those calculated at selected mole fraction nodes. These nodes are scaling factors that account for variations in dynamic viscosity at different temperatures at selected mole fractions. The accuracy of the polynomial equations ensures a high degree of fitting accuracy. The proportional nodes, computed systematically, were integrated into a robust and highly accurate polynomial model to generate correlations that fit the data for the surface. This model exhibited minimal average percentage differences between predicted and actual viscosity values (±0.2614293 for temperature range, 273.15K to 303.15K and ±1.11 for temperature range, 303.15K to 423.15 K), indicating a high level of predictive accuracy. The proportional nodes method offers a significant contribution to both academic research and industry. It provides a more precise and adaptive model for predicting the dynamic viscosity of ammonia-water solution, which is critical for optimizing and designing various industrial applications, including refrigeration systems.
{"title":"Evaluating the Effectiveness of Proportional Nodes Method in Curve Fitting for Surfaces: Application to Data of Dynamic Viscosity of Ammonia-Water Solution","authors":"S. Mumah, H. F. Akande, S. Alexander, K. Y. Mudi, O. Olaniyan, F. Samuel","doi":"10.53378/353024","DOIUrl":"https://doi.org/10.53378/353024","url":null,"abstract":"This study used the proportional nodes method, a novel curve fitting approach to correlate data for dynamic viscosity of ammonia-water solution. The approach integrates polynomial equations, generated at various temperatures, with those calculated at selected mole fraction nodes. These nodes are scaling factors that account for variations in dynamic viscosity at different temperatures at selected mole fractions. The accuracy of the polynomial equations ensures a high degree of fitting accuracy. The proportional nodes, computed systematically, were integrated into a robust and highly accurate polynomial model to generate correlations that fit the data for the surface. This model exhibited minimal average percentage differences between predicted and actual viscosity values (±0.2614293 for temperature range, 273.15K to 303.15K and ±1.11 for temperature range, 303.15K to 423.15 K), indicating a high level of predictive accuracy. The proportional nodes method offers a significant contribution to both academic research and industry. It provides a more precise and adaptive model for predicting the dynamic viscosity of ammonia-water solution, which is critical for optimizing and designing various industrial applications, including refrigeration systems.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"16 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 students in a national high school in the Philippines. In order to compare the differences between the critical thinking skills and creativity of sixty respondents in mathematics depending on their thinking styles—inchworm and grasshopper—a comparative descriptive research design was used in the study. The results showed a significant difference in the critical thinking skills in mathematics as to interpreting information component only of critical thinking skills. Furthermore, thinking style is not a determinant in students’ mathematical creativity due to non-existence of significant difference. The study recommends that teachers consider students’ thinking styles when developing instructional materials and strategizing their instruction because this helps students interpret information and decide whether the evidence and conclusions obtained from mathematical problems can be generalized. To confirm the study’s conclusions, a similar study with a high number of respondents for each thinking style is recommended.
{"title":"Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics","authors":"Lemuel Perez, Rose Andrade","doi":"10.53378/353028","DOIUrl":"https://doi.org/10.53378/353028","url":null,"abstract":"Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 students in a national high school in the Philippines. In order to compare the differences between the critical thinking skills and creativity of sixty respondents in mathematics depending on their thinking styles—inchworm and grasshopper—a comparative descriptive research design was used in the study. The results showed a significant difference in the critical thinking skills in mathematics as to interpreting information component only of critical thinking skills. Furthermore, thinking style is not a determinant in students’ mathematical creativity due to non-existence of significant difference. The study recommends that teachers consider students’ thinking styles when developing instructional materials and strategizing their instruction because this helps students interpret information and decide whether the evidence and conclusions obtained from mathematical problems can be generalized. To confirm the study’s conclusions, a similar study with a high number of respondents for each thinking style is recommended.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"24 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138984168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Innovation skills such as creativity, empathy, experimentation, communication and collaboration are vital for the 21st century learners. Hence, this study determined the effectiveness of design thinking-based learning packet in enhancing the innovation skills of grade 11 learners. Descriptive statistics and t-test were utilized to look at associations between the pretest–posttest and survey questionnaire. The pretest and posttest results measured the effectiveness of the learning packet in enhancing the innovation skills of the learners, whereas the survey results were utilized to describe the students’ innovation skills. A content validation tool from the Department of Education was utilized to determine the level of acceptability of the learning packet before its usage. The findings indicated that the level of acceptability of the learning packet was very high which implies that the experts recommend its use. The survey results showed that students’ innovation skill is high while the pretest and post-test showed a significant difference in all terms. The findings suggest the use of design thinking-based learning packet as a supplemental learning material in teaching Physical Science to enhance the innovation skills of learners.
{"title":"Development and Evaluation of Design Thinking-based Learning Packets for Enhancing Innovation Skills","authors":"Joie Monreal, Julie Fe Panoy","doi":"10.53378/353005","DOIUrl":"https://doi.org/10.53378/353005","url":null,"abstract":"Innovation skills such as creativity, empathy, experimentation, communication and collaboration are vital for the 21st century learners. Hence, this study determined the effectiveness of design thinking-based learning packet in enhancing the innovation skills of grade 11 learners. Descriptive statistics and t-test were utilized to look at associations between the pretest–posttest and survey questionnaire. The pretest and posttest results measured the effectiveness of the learning packet in enhancing the innovation skills of the learners, whereas the survey results were utilized to describe the students’ innovation skills. A content validation tool from the Department of Education was utilized to determine the level of acceptability of the learning packet before its usage. The findings indicated that the level of acceptability of the learning packet was very high which implies that the experts recommend its use. The survey results showed that students’ innovation skill is high while the pretest and post-test showed a significant difference in all terms. The findings suggest the use of design thinking-based learning packet as a supplemental learning material in teaching Physical Science to enhance the innovation skills of learners.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122292600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inventory management is an essential component of business operations including academic institutions. Using a quantitative descriptive research design, this study analyzed the processes involved in the use of the University of Baguio Requisition, Procurement, and Inventory System (UBRPIS), a software that automates inventory management by streamlining the operations required to efficiently maintain inventory and manage recording and updating records. The paper specifically determined the employees’ familiarity of the inventory management, identified the system limitations and proposed necessary adjustments and modifications. The majority of respondents are familiar with the various processes involved in the use of UBRPIS, such as the request for non-consumable items, the use of barcodes, accountability transfer, the withdrawal of condemned non-consumable items, and physical inventory of accounted non-consumable items. On the other hand, nearly half of the respondents identified limitations in the process itself, while 38.60% and 46.50% identified the location of the barcodes and the lack of non-consumable items as the primary issues, respectively. Despite respondents’ familiarity with the system, users face challenges in the processes involved in system use. It is therefore recommended that the University invests in inventory management system technology that best meets the requirements of all system users. Periodic staff training on the use of UBRPIS is likewise recommended.
{"title":"Analysis of the Inventory Management System Towards Enhanced University Service Delivery","authors":"Beverly Odasco, Marilou Saong","doi":"10.53378/353010","DOIUrl":"https://doi.org/10.53378/353010","url":null,"abstract":"Inventory management is an essential component of business operations including academic institutions. Using a quantitative descriptive research design, this study analyzed the processes involved in the use of the University of Baguio Requisition, Procurement, and Inventory System (UBRPIS), a software that automates inventory management by streamlining the operations required to efficiently maintain inventory and manage recording and updating records. The paper specifically determined the employees’ familiarity of the inventory management, identified the system limitations and proposed necessary adjustments and modifications. The majority of respondents are familiar with the various processes involved in the use of UBRPIS, such as the request for non-consumable items, the use of barcodes, accountability transfer, the withdrawal of condemned non-consumable items, and physical inventory of accounted non-consumable items. On the other hand, nearly half of the respondents identified limitations in the process itself, while 38.60% and 46.50% identified the location of the barcodes and the lack of non-consumable items as the primary issues, respectively. Despite respondents’ familiarity with the system, users face challenges in the processes involved in system use. It is therefore recommended that the University invests in inventory management system technology that best meets the requirements of all system users. Periodic staff training on the use of UBRPIS is likewise recommended.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123114848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurul ‘Aini Harun, Kyrille Grace Cuevas, Olivia Asakil, Jayson V. Alviar, Leo Jay V. Solon
One of the common misconceptions affecting mathematics performance of high school students involves operating integers. Evidently, students who were exposed to modular learning demonstrate poor mastery of the pre-requisite skills. This study aimed to assess the mastery level and misconceptions of the Grade 7 students involving operations on integers. A descriptive research design was used with a total of sixty-two (62) conveniently chosen Grade 7 students were twenty-nine (29) were males and thirty-three (33) were females. The Mean Percentage Scores (MPS) per operation on integers were calculated to describe the mastery level and the assessment results were analyzed to identify possible misconceptions of the students in operating integers. Similarly, data were analyzed using the Welch t-Test to determine if there is a difference in the level of mastery between the male and female students. Findings show that the overall MPS result is 50.56%, indicating that the students demonstrated Average Near Mastery (AVR) of the concepts involving operations on integers. In addition, there was no significant difference between the mastery level of male and female grade 7 students. Although the students demonstrated Average Near Mastery (AVR) in the given assessment, the item analysis showed various misconceptions and errors exhibited by the students regardless of sex and section. Students’ misconceptions include subtracting integers and dealing with negative numbers. Hence, an intervention is needed to address the misconceptions in subtracting integers and a reinforcement is proposed to enhance the students’ mastery in other operations on integers.
{"title":"Assessing Students’ Mastery and Misconceptions in the Fundamental Operations on Integers","authors":"Nurul ‘Aini Harun, Kyrille Grace Cuevas, Olivia Asakil, Jayson V. Alviar, Leo Jay V. Solon","doi":"10.53378/353000","DOIUrl":"https://doi.org/10.53378/353000","url":null,"abstract":"One of the common misconceptions affecting mathematics performance of high school students involves operating integers. Evidently, students who were exposed to modular learning demonstrate poor mastery of the pre-requisite skills. This study aimed to assess the mastery level and misconceptions of the Grade 7 students involving operations on integers. A descriptive research design was used with a total of sixty-two (62) conveniently chosen Grade 7 students were twenty-nine (29) were males and thirty-three (33) were females. The Mean Percentage Scores (MPS) per operation on integers were calculated to describe the mastery level and the assessment results were analyzed to identify possible misconceptions of the students in operating integers. Similarly, data were analyzed using the Welch t-Test to determine if there is a difference in the level of mastery between the male and female students. Findings show that the overall MPS result is 50.56%, indicating that the students demonstrated Average Near Mastery (AVR) of the concepts involving operations on integers. In addition, there was no significant difference between the mastery level of male and female grade 7 students. Although the students demonstrated Average Near Mastery (AVR) in the given assessment, the item analysis showed various misconceptions and errors exhibited by the students regardless of sex and section. Students’ misconceptions include subtracting integers and dealing with negative numbers. Hence, an intervention is needed to address the misconceptions in subtracting integers and a reinforcement is proposed to enhance the students’ mastery in other operations on integers.","PeriodicalId":326677,"journal":{"name":"International Journal of Science, Technology, Engineering and Mathematics","volume":"271 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131807885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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