Influence of digital leadership on Malaysian public university branding: professionals’ identity as mediator

The purpose of this study was to identify the influence of digital leadership on the professional identity and branding of public university education programs in Malaysia. A quantitative method was chosen in this study by using simple random sampling. The study population was 13,804 people, while the study sample was 476 students of education programs at Universiti Utara Malaysia (UUM), Universiti Tun Hussein Onn Malaysia (UTHM), Universiti Putra Malaysia (UPM) and Universiti Malaysia Sabah (UMS) involved. Data was analyzed using IBM-SPSS-Amos version 24. The results of the analysis show the digital leadership has an impact on professional identity and branding of public university education programs in Malaysia. In fact, professional identity are also partial mediators between the relationship between digital leadership and branding. The findings of this study are perceived to have the potential to impact the variable models of the study and represent one of the early research endeavors in this field, serving as a foundation for future studies. In addition, the results of this study are expected to provide new input to university management, stakeholders and investors to be used as a guide during the digital transformation process carried out on campus

Development and validation of doctoral student social support perception scale

The perception of social support is crucial for doctoral students' academic careers, yet there is a notable absence of scales specifically designed to measure the social support that doctoral students receive. Consequently, there is a clear need for an effective tool to assess the level and nature of support perceived by these students. The Doctoral Students Social Support Perception Scale (DSSPS) is a multidimensional instrument developed to evaluate social support received by doctoral students from supervisors, family, and peers/friends. This scale operates in two phases: the first phase uses exploratory factor analysis to identify three potential dimensions of perceived social support: resource provision, emotional inspiration, and appropriate attention. The second phase employs confirmatory factor analysis to demonstrate the scale's robust overall fit. The results also indicate high internal consistency as well as convergent and discriminant validity. These findings suggest that the DSSPS is both an effective and reliable measure to assess the extent and nature of social support perceived by doctoral students

Financial literacy of secondary school teachers in the Department of Education–Division of La Union

Understanding the financial literacy of public secondary teachers is vital in promoting financial well-being for both educators and students. Using an adapted questionnaire as the main data-gathering tool, this descriptive study investigated the extent of financial literacy of public secondary teachers from a municipality in the Philippines across various aspects like knowledge, management, credit, savings, investments, and challenges they encountered. The results revealed that teachers often face difficulties and constraints with financial management, budgeting, and investing. The teachers indicated a low level of financial literacy due to their limited understanding of and ineffective strategies in utilizing various financial skills and concepts

Hope and grit: the driving forces behind student-athletes’ motivation in sports and academics

While the challenges student-athletes face in balancing academics and sports have garnered increasing attention, few studies have explored how factors like hope and grit contribute to this balance and enhance motivation. This study investigated the relationship between hope, grit, and motivation of academic and sports of student-athletes. A total of 247 student-athletes of Mindanao State University-Iligan Institute of Technology (MSU-IIT) answered a set of questionnaires assessing grit, dispositional hope, and student-athletes motivation towards sports and academics with the age range of 18-24 years old. Ethical approval was gained from the participants. The results showed that factors of hope (agency and pathways) and grit (consistency of interest or COI and perseverance of effort or POE) were significant predictors of motivation in sports and academics. This suggests that student-athletes with higher levels of hope and grit demonstrate increased motivation in both domains. These results could offer a more valuable insights for coaches, educators, and sports psychologist striving to support the long-term success and wellbeing of student-athletes

Exploring university students’ perceptions and engagement in game-based learning

Students in academia are facing serious challenges such as engagement, which causes academicians to question the quality and effectiveness of the teaching pedagogy. As such, new adapted innovative technological tools such as gamifications have been introduced to learning activities experiences and skills acquisition. However, little is known about the implementation of such technologies, which have been relatively underexplored in education literature. The primary objective of this study is to identify the perceptions of students and evaluate their engagement considering the use of gamification in the learning process. There were 210 respondents enrolled in the private university in Jordan were surveyed using a quantitative questionnaire. The study used descriptive statistics and independent sample t-test analyses on the data. The results indicated that the students have positive perceptions of game-based technology in both learning and classroom activity engagement. In addition, student perceptions and engagement did not differ significantly based on age or gender, but significant differences based on user experience were identified. These findings provide insight into the dynamic interaction between students and gamified technology to enhance student perceptions and promote meaningful learning. This research also provides implications on gamification literacy education and the pedagogically rich design of educational games to enhance student engagement. The recommendations are enumerated based on the obtained findings

Students’ engagement in Philippine tertiary PE program: a path for enhancing experience and curriculum development

This study aims to assess student engagement across several dimensions of the PATH-Fit program and explore the interrelationships among these dimensions to inform curriculum development and enhance students’ experience. Using a quantitative research design, precisely a descriptive correlation approach, the study employed a modified research instrument to measure various aspects of student engagement, including Interest and Motivation, Perceived Benefits, Teaching and Learning Environment, Assessment and Feedback, and Overall Satisfaction. A sample of 633 college students from Southern Philippines was selected using simple random sampling to ensure representative and unbiased data. The results reveal that students exhibit moderate engagement in the PATH-Fit program. Analysis shows significant relationships among all engagement variables, indicating that improvements in one area, such as the teaching and learning environment, can positively influence others, like interest and motivation. The interrelationships highlight the interconnectedness of engagement dimensions, suggesting that a holistic approach is necessary for enhancing overall student involvement. In conclusion, while the PATH-Fit program succeeds in capturing students' interest to some extent, there is considerable potential for increasing engagement. By addressing multiple dimensions of engagement simultaneously, the program can better meet students' needs and improve their overall satisfaction and involvement

The validity of the mobile gamification in economic subject

Mobile gamification has shown growing adoption in education, demonstrating potential to enhance engagement and learning outcomes. This study addresses challenges in economics education, including moderate student achievement, reliance on teachers, and lack of student motivation. To tackle these issues, a mobile gamification tool was developed for secondary school economics. The study’s objective was to validate the content and educational relevance of this tool. Using a sequential exploratory mixed-method design, the research comprised two phases. First, focus group discussions (FGD) were conducted with seven economics and technology experts to assess the tool’s interface and educational content. In the second phase, a content validity index (CVI) assessment quantified expert agreement on five key content areas. Results indicated a high level of expert consensus, with CVI values ranging from 0.87 to 1.00. These findings demonstrate that the gamified mobile tool is a valid educational resource that aligns with curriculum standards and can enhance student engagement in economics. The study concludes that mobile gamification is an effective strategy to support Economics education, encouraging self-directed learning and classroom interaction

Indonesian tenth graders’ academic self-efficacy and English achievement admitted through zoning and achievement schemes

The zone-based new student admission scheme for lower and secondary public schools has significantly changed education practices, not only in the admission policy but also in the teaching and learning practices. This study aims to describe and compare academic self-efficacy and the achievement of Indonesian tenth-graders admitted through the zoning and achievement admission schemes. Five public senior high schools were purposively selected as samples to represent different clusters of school preferences before the zoning scheme was implemented. Data were collected through an academic self-efficacy questionnaire specially prepared for the study and an achievement test conducted by the classroom teachers. A total of 483 tenth graders completed the questionnaire and an English achievement test; among them, 74.3% were admitted through the zoning scheme, 17.6% were through the achievement scheme, and the remaining 8.1%, were through affirmation, transfer of parent’s job, and other schemes. Data were analyzed descriptively and inferentially using SPSS. The tenth graders had a high level of academic self-efficacy. However, there was a significant difference in academic self-efficacy and English achievement between the tenth graders admitted through the zoning scheme and those admitted through the achievement scheme. The causes of the difference and the implications are discussed

Navigating the practice teaching odyssey: unveiling the well-being dynamics of student teachers

Despite the growing emphasis on student well-being in educational policy and practice, there remains a need for more consensus on which domains should be studied, resulting in fragmented research. This study addresses this issue by gauging the well-being of student teachers at Caraga State University-Main Campus, Philippines, focusing on cognitive, psychological, social, and material dimensions based on the Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) framework. The study employed descriptive-correlational research design and data were collected from 62 Bachelor of Elementary Education (BEEd) and 66 Bachelor of Secondary Education (BSEd) major in Science student teachers using stratified random sampling. Analysis methods included frequency counts, percentages, weighted means, independent sample T-test, and Pearson product-moment correlation. Results showed that most participants were female and from the BEEd program. Significant differences in well-being were found based on gender, while no significant differences were observed between the programs. Cognitive well-being was associated with psychological and social well-being, and material well-being was significantly linked to both psychological and social well-being. Proposed interventions include financial support, social network enhancement, and academic engagement promotion. These findings present novel insights into the importance of financial aid and robust social networks in improving student teachers’ well-being and academic success

English learning perceptions and career implications: insights from tertiary-level students

This study investigates students’ perceptions of English language learning at the tertiary level, focusing on its importance for academic success and future career opportunities. The problem addressed is the gap in understanding how students perceive the relevance of English proficiency to their professional futures and the challenges they face in achieving proficiency. A descriptive-analytical and correlational research design was employed, using data from 127 students across various majors and years of study at the University of Jordan, with 122 valid responses. The research utilized a structured questionnaire to explore students’ learning goals, perceived importance of English proficiency, and the challenges they face in language classes. Statistical analysis was applied to identify significant relationships between variables. The major findings reveal that students view English proficiency, particularly in speaking, as critical for their professional futures. However, challenges such as inadequate classroom resources and limited opportunities for practice were commonly reported. The proposed solution emphasizes the need for enhanced language instruction that aligns with students’ professional goals, alongside improvements in classroom infrastructure and more practical language engagement opportunities. The study concludes that addressing these challenges could significantly improve students’ English learning outcomes and better prepare them for their future careers