Universitas: Journal of Global Research and Innovation

Research Articles

• Research Articles

  Subjective Social Status and Academic Adjustment of Freshmen College Students in a Private Higher Education Institution (PHEI)

  • Yiddish Ken Shalem C. Fermill Guidance Center, University of Luzon
  • Danielle Aira S. Lomibao Guidance Center, University of Luzon
  • Allyssa P. Ambeguia Guidance Center, University of Luzon
  • Angelo M. Navarro Guidance Center, University of Luzon
  • Raymond Albert Esguerra Guidance Center, University of Luzon
  • Maria Czarina G. Caoile Guidance Center, University of Luzon

  DOI https://doi.org/10.5281/zenodo.23998964

  Pages 1-22

  Abstract +

  Students transition to higher education with varying perceptions of their social status, which may be associated with how they experience and respond to academic demands. Examining these perceptions may provide further insight into their academic adjustment. This study therefore investigated the relationship between Subjective Social Status, in terms of socioeconomic status and community social status, and academic adjustment among 124 freshmen college students at the University of Luzon, a Private Higher Education Institution (PHEI) in Dagupan City, Philippines. A quantitative descriptive-correlational research design was employed, with data collected through the MacArthur Scale of Subjective Social Status and the Academic Adjustment Scale. Descriptive statistics and Pearson's product-moment correlation were used to analyze the data. Results indicated moderate levels of perceived socioeconomic status (M = 6.09, SD = 1.45) and community social status (M = 6.12, SD = 1.50). Overall academic adjustment was high (M = 3.50, SD = 0.48), with academic motivation obtaining the highest mean (M = 3.96, SD = 0.82), followed by academic achievement (M = 3.41, SD = 0.67) and academic lifestyle (M = 3.15, SD = 0.56). A significant moderate positive relationship was found between subjective socioeconomic status and academic adjustment (r = .33, p < .001), whereas community social status showed no statistically significant association (r = .17, p = .059). This suggests that freshmen who perceive their families to have higher socioeconomic standing relative to the national ladder tend to report better academic adjustment, while immediate community social standing showed no significant association. Findings may inform institutional initiatives including time-management and routine-building workshops, as well as institutional financial advising and peer-mentorship programs.

  • Article
• Research Articles

  Real-Life Situations: Towards a Well-Managed Virtual Mathematics Class

  • Jann Clark A. Ramirez Angelo L. Loyola Senior High School

  DOI https://doi.org/10.5281/zenodo.24030236

  Pages 23-39

  Abstract +

  The transition to online learning during the COVID-19 pandemic significantly transformed educational practices and underscored the need for effective pedagogical strategies in Mathematics instruction. Given the abstract nature of mathematical concepts, the integration of real-life situations has been recognized as a valuable approach for promoting meaningful learning and improving students’ conceptual understanding. This study examined the practices of Mathematics teachers in integrating real-life situations into online learning and explored how such practices contribute to strengthening pedagogy in Mathematics education. Specifically, the study investigated the lesson components in which real-life situations were incorporated, the strategies employed by teachers, the challenges encountered during implementation, and the perceived advantages of contextualized instruction. A qualitative descriptive research design utilizing documentary analysis was employed. Data were gathered from Eight-Week IDEA Lesson Exemplars, learning activities, seatworks, and assessment materials prepared by Mathematics teachers during the first quarter of School Year 2021–2022. The collected documents were analyzed using thematic content analysis involving coding, categorization, and theme development. Findings revealed that real-life situations were most frequently integrated in the Development phase, particularly in the “What Is It” section, followed by the “What I Can Do” and “What’s More” sections. Integration was most evident in lessons involving functions and their applications. Challenges were observed in contextualizing highly abstract topics and competencies with limited real-world applicability. Despite these challenges, the use of real-life situations enhanced logical thinking, problem-solving skills, learner engagement, creativity, and conceptual understanding. The study concludes that contextualized instruction remains an effective strategy for strengthening Mathematics pedagogy in online learning environments and supports the development of meaningful and learner-centered learning experiences.

  • Article
• Research Articles

  Dimensions Underlying Student Preferences in Science Education: An Exploratory Factor Analysis

  • John Rovic A. Borbe Science Department, College of Education, Rizal Technological University, Philippines
  • Angieline D. Destar Science Department, College of Education, Rizal Technological University, Philippines
  • Bea Jenn Getalado Science Department, College of Education, Rizal Technological University, Philippines
  • Alexis G. Pica Science Department, College of Education, Rizal Technological University, Philippines
  • Arra R. Salapate Science Department, College of Education, Rizal Technological University, Philippines
  • Rizaldy E. Garcia Science Department, College of Education, Rizal Technological University, Philippines

  DOI https://doi.org/10.5281/zenodo.24030427

  Pages 40-62

  Abstract +

  Amid low enrollment rates in science education programs at Rizal Technological University, understanding the motivational drivers behind students’ choices became a critical concern. This study aimed to develop and validate a scale to measure students' motivations for selecting Science Education as a career path, particularly within the teacher education programs. Grounded in qualitative thematic analysis of interviews with preservice science education students, an initial item pool was generated, capturing themes such as intrinsic passion, cognitive value, familial influence, and social encouragement. Using Exploratory Factor Analysis (EFA), a three-factor structure emerged, Intrinsic and Familial Motivation for Teaching Science, Cognitive-Value Orientation Toward Science and Teaching, and Social Influences and Teacher-Inspired Motivation, explaining 57.5% of the variance. Reliability analysis yielded high internal consistency (Cronbach’s alpha = 0.942; McDonald’s omega = 0.946), indicating a robust scale. This validated instrument provides a context-specific tool for understanding student motivation, offering actionable insights for improving recruitment, retention, and targeted support for future science educators.

  • Article