http://errc.ctu.edu.ph/ojs/index.php/magister <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, educational leaders, and policy-makers to exchange knowledge and ideas on topics such as educational management, pedagogy, curriculum development, innovative teaching and learning strategies, digital transformation in education, global and inclusive education practices, educational psychology and assessment, and emerging trends in educational research. 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<em> article processing charges</em>, making it an accessible and valuable resource for academics and researchers worldwide.</p> Educational Research and Resource Center en-US Magister - Journal of Educational Research 2545-9902 <p><strong>1. License Agreement</strong></p> <p>All published articles in M-JER are licensed under a <strong>Creative Commons Attribution 4.0 International License (CC BY 4.0)</strong> unless otherwise stated. This license permits:</p> <ul> <li>Sharing: You may copy and redistribute the material in any medium or format.</li> <li>Adaptation: You may remix, transform, or build upon the material for any purpose, including commercial use.</li> </ul> <p>Proper attribution to the original work must be provided as follows:</p> <ul> <li>Full citation of the article, including the title, authors, journal name, volume, issue, and DOI (if applicable).</li> <li>A statement specifying the CC BY 4.0 license.</li> </ul> <p><strong>2. Author Rights</strong></p> <p>Authors retain the following rights to their published work:</p> <ul> <li>Reuse their content in personal, professional, or academic works (e.g., dissertations, books, or reports).</li> <li>Share their work publicly on personal websites, repositories, or networks, provided proper citation is given.</li> <li>Derive works or research from the published content, ensuring proper acknowledgment of the original publication in M-JER.</li> </ul> <p><strong> 3. </strong><strong>Reader Rights</strong></p> <p>Readers have the right to:</p> <ul> <li>Access all M-JER articles freely without subscription or payment.</li> <li>Share and distribute articles while respecting the terms of the CC BY 4.0 license.</li> </ul> <p><strong> 4. </strong><strong>Obligations</strong></p> <ul> <li><span style="margin: 0px; padding: 0px;"><em>Attribution Requirements</em>: Users must clearly credit M-JER and its authors and provide a link to the original work and license.</span> Any modifications made to the work must also be indicated.</li> <li><em>Integrity of the Work</em>: The work should not be misrepresented or used in a manner that harms the reputation of the authors or M-JER.</li> </ul> <p><strong>5. Author Warranties</strong></p> <p>By submitting a manuscript to M-JER, authors warrant:</p> <ul> <li>The work is original and does not infringe upon third-party rights.</li> <li>All permissions for reproducing copyrighted material (e.g., images, tables) have been obtained.</li> <li>The work complies with ethical research standards and has been reviewed by appropriate bodies, if applicable.</li> </ul> <p><strong> 6. </strong><strong>Limitations</strong></p> <ul> <li>M-JER does not assume liability for any misuse of the published material by third parties.</li> <li>While M-JER employs thorough peer review and ethical oversight, the authors bear ultimate responsibility for the content of their submissions.</li> </ul> <p><strong>7. Disclaimer</strong></p> <p>The opinions expressed in articles published by M-JER are those of the authors and do not necessarily reflect the views of the editorial board or the institution affiliated with the journal.</p> <p> </p> <p>For further details, contact:</p> <p>Email: <a href="http://errc.ctu.edu.ph/ojs/index.php/magister/management/settings/distribution/mailto:magister@ctu.edu.ph">magister@ctu.edu.ph</a></p> http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/76 <p>The study investigated the attitudes of senior secondary school students in Gombe Metropolis toward the use of Information and Communication Technology (ICT) in educational settings. Anchored in the Technology Acceptance Model (TAM) and Constructivist Learning Theory (CLT), the research explores students' cognitive, affective, and behavioral orientations toward ICT utilization. Using a descriptive survey design, data were collected from a representative sample of students using a structured questionnaire. The findings revealed that students demonstrated positive cognitive attitudes, perceiving ICT as a valuable tool for enhancing knowledge acquisition and independent learning. Affective attitudes indicated students’ emotional engagement and confidence in using ICT tools, while behavioral attitudes showed their consistent and proactive use of digital technologies in academic tasks. These patterns suggested that ICT is increasingly integrated into students' learning experiences. The study highlighted the need for strategic investment in ICT infrastructure and adopting constructivist pedagogies that promote learner-centered, digitally enriched environments. It concludes with practical implications for stakeholders and recommendations for further research, particularly in expanding theoretical models and evaluating inter-variable relationships statistically.</p> Adamu Bappah Copyright (c) 2025 Magister - Journal of Educational Research https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-26 2025-06-26 4 1 01 20 http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/69 <p>Integrating the Internet of Things (IoT) in STEM education has gained attention for its potential to transform traditional teaching and learning. The paper reviews and examines the challenges and opportunities of incorporating IoT into STEM curricula, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. An initial Web of Science (WoS) and Scopus search identified 1,014 records. After removing duplicates (159), non-English sources (3), book series (261), conference proceedings (243), systematic review papers (70), and studies lacking relevance (254), only 24 articles met the final inclusion criteria. The review reveals seven key challenges to IoT integration: resource limitations, skill gaps, lack of standardized curriculum, data security and privacy concerns, integration with existing systems, effectiveness, and reliability. Conversely, seven opportunities were identified, including adaptive and hands-on learning, actionable STEM education, improved problem-solving skills, innovation and creativity, industry alignment and career readiness, real-time data analysis, and global connectivity. These challenges and opportunities were grouped into five themes: personnel management, IoT infrastructure, financial considerations, skill alignment, and educational administration. We offer policy insights derived from the identified challenges and opportunities of integrating IoT into STEM education.</p> Christian Jay Dalogdog Allyza Mae Flores Raieza Mae Casas Rhea Rose Lima Erriane Gale Tano Joel Niño Pabadora Gerly Alcantara Danica Kaye Hallarte Copyright (c) 2025 Magister - Journal of Educational Research https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-27 2025-06-27 4 1 21 57