Enhancing Collaboration and Creative Thinking Skills through Technology Preparedness in a Mixed Learning Environment

This study focused on the 2030 work skills recommended by the Organisation for Economic Cooperation and Development that predicts the readiness of the Pre-Service Science Teachers in implementing 21st century learning. The researcher used a descriptive-correlational quantitative research design and regression analysis that was adopted, and statistical tools were used to assess the relationship between independent and dependent variables. It was conducted in Laguna State Polytechnic University campuses; Los Banos, San Pablo, Siniloan and Sta. Cruz. Based on the findings, the study revealed that there is a significant relationship between cognitive and metacognitive, social and emotional, and practical and physical skills to their readiness to implement 21st-century learning. In regression analysis, it revealed that as the practical and physical skills of the pre-service teacher’s increases, their readiness to implement also increases. The findings of the study may provide pre-service science teachers a guide on the skills needed in 2030 so they can focus more on what area or aspect they need to improve. Likewise, the teachers may create a learning environment where pre-service teachers will be more engaged and help them utilize their full capacity. Furthermore, the University or any educational institution may offer webinars/seminars regarding the skills needed by the preservice teachers as well as training. Future researchers may be motivated to conduct further studies by employing other variables.

Section: Methodsmentioning

confidence: 99%

Section: Social and Emotional Skillsmentioning

confidence: 99%

2030 Work Skills as Predictors of Pre-Service Science Teachers’ Readiness to Implement 21st Century Learning

Borlaza,

Jan P. Lozada,

Gregana

2023

“…For instance, students with anxiety experience challenges in they will react to their environment or to the learning they acquire. It may affect positively or negatively, but it usually turns out that anxiety is why students have a low-performance level (Fideli & Aliazas, 2022).…”

Section: Assessment Anxietymentioning

confidence: 99%

Motivational Factors in Science Learning, Learner's Satisfaction and Learning Outcomes of Pre-Service Teachers

Capunitan,

Lirado,

Gregana

2023

Motivation is a significant factor of academic success to actively engage the students in a more meaningful discussion. And the big challenge here is getting the students motivated enough to cope with the new system, learn, and succeed on their own which is critical to their academic performance and overall success. This study aimed to measure and analyze if there is significant relationship between the motivational factors as perceived by the science students and their academic performance. Likewise, association between the motivational factors and learners’ satisfaction is also measured. The study is a descriptive-correlational in nature and employ in sixty-five (65) science students of Laguna State Polytechnique University. Survey questionnaire is adapted in Science Motivational Questionnaire (SMQ-II) and a researchermade questionnaire are administered to gather data that are needed and crucial for this study. The study found out that there is no significant relationship between the motivational factors and academic performance of the students. Notably, there is enough evidence that supported the claim that motivational factors are significantly correlated with the satisfaction of the students towards learning components. However, it appears that the assessment in anxiety as motivational factors has no significant relation with any of the learning components. Likewise, the component learning environment, is also not associated with any motivational factors.

“…One of the reasons why students believe or see information online in multiple times is because of algorithm of the users and the person they follow (Fideli & Aliazas, 2022). In a study, a writer asserted that our media environment is controlled by a "hyper memetic logic" in which "nearly every important public event sprouts a torrent of memes" (Shifman L., Memes in Digital World: Reconciling with a Conceptual Troublemaker, 2013).…”

Section: Cognitive Biasesmentioning

confidence: 99%

Social Media Use, Social Media Behavior, Cognitive Biases, and Political Awareness among Student Voters

Calosa,

Jennifer Andalajao,

Christina Almazan

2023

Nowadays, it is very evident that social media has become part of our lives. Our country shifted from analogue to digital that created a wide space and open more resources for people to receive, gather, and acquire information whether it is politically related or for entertainment purposes. The abundance of online content and the new forms of distribution have enabled the quick propagation of both verified and unverified information, especially in social media. The study on social media use, social media behavior, cognitive biases, and political awareness among the one hundred student voters of Laguna State Polytechnic University, San Pablo City campus utilized a descriptive-correlational research design. The data were gathered through a survey using researcher-made questionnaires. The results implied that the participants perceived social media use, social media behavior, and cognitive biases in different ways, such as never-rarely-often while having a positive political awareness. In conclusion, there is a significant relationship between social media use of (social media networking sites and microblogging and social networking service), social media behavior, confirmation bias, and political awareness among student voters.