http://errc.ctu.edu.ph/ojs/index.php/magister/issue/feedMagister - Journal of Educational Research2024-07-31T00:38:59+00:00Open Journal Systems<p>The <strong>Magister-Journal of Educational Research</strong> (M-JER) is an esteemed, peer-reviewed journal published bi-annually by the Educational Research and Resource Center (ERRC) of Cebu Technological University, a state-owned Higher Education Institution in Cebu, Philippines. The journal features original articles, reviews, and case studies that focus on various aspects of educational sciences. It serves as a platform for researchers, scientists, practitioners, decision-makers, and policy-makers to exchange knowledge and ideas on topics such as educational management, pedagogy, curriculum development, mathematics teaching, science teaching, technology and livelihood education, language teaching, social studies education, elementary education, and engineering education. With a commitment to academic excellence and rigorous research standards, M-JER promotes advancing knowledge and innovation in education. The journal is open-access and does not collect any article processing charges, making it an accessible and valuable resource for academics and researchers worldwide.</p>http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/31Enhancing Computer Systems Servicing: A Modular Approach to Distance Learning2024-06-06T01:51:25+00:00Jessa Leonesjessa.leones@deped.gov.ph<p>This study employs a descriptive correlational design to explore the effectiveness of modular distance learning (MDL) in enhancing Grade 9 Computer Systems Servicing (CSS) learners' skill proficiency in achieving the Most Essential Learning Competencies (MELCs). Conducted in a public school within Region VII, Philippines, the research takes a quantitative approach. It assesses learners' abilities in three crucial areas: applying quality standards, performing computer operations, and conducting mensuration and calculations. This study goes beyond simply measuring effectiveness. It delves into the practical challenges learners encounter in the MDL environment, providing valuable insights for improvement. Data collection involved administering questionnaires to 133 participants. The analysis employed a one-way ANOVA to identify significant differences in skill proficiency across the defined MELCs. The results revealed satisfactory performance in applying quality standards, performing computer operations, and conducting mensuration and calculations. However, the study also identified noteworthy challenges faced by learners. Insufficient data allowance and lack of access to necessary gadgets emerged as the most significant barriers. Interestingly, existing health conditions were considered the least impactful factor. These findings highlight the need for targeted interventions to address limited data and the lack of devices. By implementing such interventions, educational institutions can bolster the effectiveness of modular distance learning for CSS programs. This can facilitate learners' acquisition of practical skills and proficiency in computer systems servicing, preparing them for future careers in this growing field.</p>2024-06-30T00:00:00+00:00Copyright (c) 2024 Magister - Journal of Educational Researchhttp://errc.ctu.edu.ph/ojs/index.php/magister/article/view/36Transcending the Cebuano Culture of Banquet Celebration to a Joyful Model of Teaching2024-05-28T07:20:28+00:00Bella Jayne Capinbellacapin@gmail.comMarc Louise Castañarescastanares.marcl@gmail.comRaymark Cortunaraymarksabrosocortuna@gmail.comReynaldo Inocianinocianr@cnu.edu.ph<p>Shaping the cultural identity, fostering community bonds, and embodying enduring values contribute to the local Cebuano banquet preservation known as kumbira. This study explores a strategic integration into a comprehensive framework, seamlessly weaving cultural aspects into its educational potential as a teaching model inside the classroom. Using a grounded theory design, the research explored a teaching model based on its practices. The vibrant and joyful celebration of a kumbira can be replicated in a classroom setting, where the feelings of joy and laughter in a celebration will have to be experienced by teachers and learners in the Kumbira Model of Joyful Teaching (KMJT). In KMJT, a happy classroom goes beyond traditional learning spaces, evolving into a distinctive educational environment where learners acquire knowledge, engage in socialization, and revel in a festive atmosphere, reflecting the communal ethos of a happy classroom atmosphere where they experience joy, respect, and tolerance. KMJT holds the transformation of the classrooms into vibrant, student-centered environments fostering effective learning outcomes and cultural appreciation. The study suggests ongoing exploration to assess KMJT's pragmatic application and efficacy in enhancing instructional strategies. The study recommends implementing cooking workshops to introduce younger generations to authentic Filipino dishes, fortifying the preservation of culinary practices. This research equips educators with innovative pedagogies and cultivates pride and identity among the Cebuano people by actively embracing their rich food and cultural heritage.</p>2024-06-30T00:00:00+00:00Copyright (c) 2024 Magister - Journal of Educational Researchhttp://errc.ctu.edu.ph/ojs/index.php/magister/article/view/21Exploring Perspectives of Parents, Teachers, and Learners in Implementing Modular Instruction Amidst the COVID-19 Pandemic: A Case Study in the Philippine Basic Education2024-06-13T08:02:25+00:00Rebbie Perezrebbie.perez@deped.gov.ph<p>The education sector experienced changes during the pandemic, leading to the exploration and adoption of various distance learning modalities to address unprecedented challenges. Among these, modular instruction was implemented due to the Philippine educational system’s lack of readiness for full online learning. However, this instructional approach has not been without challenges, impacting teachers, parents, and learners. This study aims to assess the practices associated with implementing modular instruction at a Philippine public elementary school, employing a descriptive-quantitative research design and involving teachers, parents, and learners as key respondents. Utilizing a stratified sampling survey method, the research findings reveal differences in perspectives across groups, highlighting disparities in views on the effectiveness of teaching lessons, the reliability of assessment results, and the distribution, retrieval, and feedback mechanisms related to learners' performance. The results highlight diverse contributing factors shaping teachers' perspectives as implementers, parents as home tutors, and learners as active recipients of knowledge, providing valuable insights into the nature of modular instruction and its impact on different stakeholders within the educational ecosystem.</p>2024-06-30T00:00:00+00:00Copyright (c) 2024 Magister - Journal of Educational Researchhttp://errc.ctu.edu.ph/ojs/index.php/magister/article/view/44Examining Behavioral Intentions for E-learning: The Role of Perceived Enjoyment, Interactivity, Flexibility, and Quality2024-06-13T03:40:13+00:00Retchelyn Talisicretchelyntalisic196@gmail.comAyessa Mae Gonzalesgonzalesayessamae01@gmail.comLowella Lawasdelacernalowella9@gmail.comArlene Montemontearlene0@gmail.comAngel Marie Ruizruizangelmarie4@gmail.comGesselle Batucangessellebatucan664@gmail.com<p>This study investigates the factors influencing e-learning acceptance among college students using the unified theory of acceptance and use of technology (UTAUT) model. The UTAUT model is modified by exploring the inclusions of perceived flexibility, enjoyment, interactivity, and perceived quality. Employing structural equation modeling (SEM), data from 976 college students from the Visayas, Philippines, were analyzed. SEM analysis revealed an acceptable model based on model fit measures. Results indicate that effort and performance expectancy significantly influence perceived flexibility, enjoyment, interactivity, and quality. Notably, perceived enjoyment and perceived interactivity significantly affect behavioral intention. These findings suggest the importance of user-friendliness, engagement, and interactive features in shaping students' intentions to adopt e-learning. The findings highlight the need for educational institutions to develop policy directions for effective management of e-learning adoption. The nonsignificant paths from system quality and flexibility to intention may be attributed to the developing economy context of the case study, where internet infrastructure remains a challenge. Therefore, further research is recommended.</p>2024-06-30T00:00:00+00:00Copyright (c) 2024 Magister - Journal of Educational Research