Magister - Journal of Educational Research

Students’ Attitudes toward Utilization of ICT Infrastructures in Some Selected Secondary Schools within Gombe Metropolis

Adamu Bappah — 2025-06-26

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.

Systematic Review of Challenges and Opportunities of Internet of Things in STEM Education: Policy Insights

Christian Jay Dalogdog — 2025-06-27

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.

Virtual Reality for Math Learning: Turning End Users’ Views into a Multidimensional Scale Development and Validation

Karyl Angel Bregente — 2025-06-30

Recent literature discusses how virtual reality technology is used in learning, raising questions about which tools best support immersive experiences and how to measure student behavior and engagement. The study develops and validates a multidimensional scale to assess user experiences with virtual reality (VR) headsets in mathematics education. The methods involved the following key steps: identifying the scale dimensionality and item indicators through a literature review and focused group discussion (FGD); conducting validation with four experts; revising items based on expert feedback; and establishing the psychometric properties of the scale through EFA and CFA. The participants included ten pre-service math teachers in the FGD, four experts for the instrument validation, and 138 respondents in the pilot survey. This study developed the Immersive Virtual Reality Learning Scale (IVRLS) in mathematics, a 15-item instrument comprising three dimensions: immersive learning experiences (4 items), user acceptance (7 items), and issues (4 items). Results demonstrated acceptable fit measures, high reliability, and convergent and discriminant validity. This study concludes with recommendations for utilizing the developed scale to assess VR learning experiences and their implications to teaching and learning.