Magister - Journal of Educational Research <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> Magister en-US Magister - Journal of Educational Research 2545-9902 Exploring the Influence of Self-Regulated Learning Strategies on Learning Motivation in a Blended Learning Environment <p>In developing economies, blended learning presents challenges, including effectively implementing self-regulated learning (SRL) strategies, sustaining motivation, and ensuring active engagement in the educational landscape. This study investigates how self-regulated learning (SRL) strategies affect motivation through engagement and satisfaction. Covariance-based Structural Equation Modeling was utilized to analyze the 919 valid responses from high school students in the Visayas Region, Philippines. The results supported four out of five hypothesized paths. SRL strategies positively affect satisfaction and engagement. Satisfaction negatively predicted motivation, while engagement positively influenced motivation to learn. The significance of these results informed tailored approaches for educators and institutions in a blended learning environment. These findings contribute valuable insights to the ongoing discussions on effective educational strategies in the context of blended learning.</p> Jezreel Buot Copyright (c) 2024 Magister - Journal of Educational Research 2024-02-13 2024-02-13 2 2 1 17 Amplifying ICT Proficiency via Collaborative Assessment: Exploring Group Collaboration's Influence on Instructing Principles of Visual Message Design Using Infographics <p>In 21st-century education, collaboration has emerged as an essential skill, forming integral competencies needed in the learning process. Collaborative learning adopts subject mastery, hones critical thinking, cultivates problem-solving ability, and refines interpersonal competencies. The current work investigates the efficacy of collaborative assessment tasks in enhancing ICT skills, specifically focusing on the principles of visual message design using infographics. A quantitative approach and observational study design were utilized. A pre-test-post-test design was implemented to evaluate the impact of the intervention. The data collection strategies include classroom surveillance via eight CCTV cameras, student activity capture, survey questionnaires, and validation through cross-checking interviews. Results showed that optimal collaboration attainment hinges on four core criteria: team cooperation, shared responsibility, joint decision-making, and interdependent contributions. The assessment task positively influenced student performance, reinforcing its pedagogical value. In addition to teamwork, the assessment tasks have stimulated 21st-century skills, including communication, critical thinking, creativity, and information and media literacy proficiency.</p> Cyrele Quinio Copyright (c) 2024 Magister - Journal of Educational Research 2024-02-13 2024-02-13 2 2 18 41 Teacher’s Intentions to Use GeoGebra in Teaching Mathematics: An Empirical Study to Validate Technology Acceptance Model in the Philippines <p>This study used the Technology Acceptance Model (TAM) to identify factors affecting teachers' behavioral intention to use GeoGebra in teaching mathematics from a developing economy perspective. The present study tested the hypothesized relationships of the subjective norm among the core constructs of TAM. The model was tested using covariance-based structural equation modeling on a sample of 702 secondary mathematics teachers in the Philippines. The model testing revealed suitable fit measures supporting the eight hypothesized paths. The main results suggest that the teachers' attitude towards use has the most significant positive effect on behavioral intention. The research findings validate TAM to explain teachers' behavioral intention to use GeoGebra in teaching secondary school mathematics in a developing country like the Philippines. The implication of this research to policymakers suggests that teacher training programs aiming to enhance the skills in using technology in the classroom should focus on teachers' increasing behavioral intention to use, perceived usefulness, and attitude towards using software such as GeoGebra.</p> Joseph Mangubat Gesselle Batucan Copyright (c) 2023 Magister - Journal of Educational Research 2023-12-30 2023-12-30 2 2 42 66