<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andie Tangonan Capinding</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING ENGAGEMENT AND LEARNING IN BASIC STATISTICS: IMPLEMENTING THE TEAMS-GAMES-TOURNAMENT APPROACH FOR GRADE 8 STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic performance</style></keyword><keyword><style  face="normal" font="default" size="100%">basic statistics education</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">statistical literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">student engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">teams-games-tournament (TGT)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843272</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Statistics is often perceived by students as abstract and complex, which leads to disengagement and poor comprehension. To address this challenge, the present study examined the effectiveness of the Teams-Games-Tournament (TGT) cooperative learning strategy in improving Grade 8 students’ performance in basic statistics at Nueva Ecija University of Science and Technology, Gabaldon Laboratory High School. TGT integrates teamwork, competitive games, and tournaments with the goal of enhancing students’ academic performance, engagement, and attitudes toward learning. A one-group pre-test-post-test quasi-experimental design and a descriptive correlational approach were employed, involving 37 purposively sampled Grade 8 students. Over six weeks, the students participated in TGT-based lessons, with data collected through pre-tests, post-tests, and engagement surveys. The results revealed a notable improvement in students' academic performance following the intervention. Student engagement was generally rated high, especially in activities involving collaborative learning, although relatively lower engagement was observed in inquiry-based tasks. Furthermore, a positive relationship was identified between student engagement and academic performance, emphasizing the importance of active participation in enhancing learning outcomes. The TGT effectively improves academic performance and engagement in basic statistics. However, individual variability in post-test results and lower engagement in inquiry suggest the need for strategies that foster questioning and equitable participation. This research contributes to pedagogical innovations, emphasizing statistical literacy as foundational for data-driven careers and higher-level analytical skills.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">277-294</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andie Tangonan Capinding</style></author><author><style face="normal" font="default" size="100%">Franklin Tubeje Dumayas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TRANSFORMATIVE PEDAGOGY IN THE DIGITAL AGE: UNRAVELING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON HIGHER EDUCATION STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">descriptive-comparative</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">impact on learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1728583451.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Artificial Intelligence (AI) has become a transformative force in education, significantly influencing students. This research explores AI's impact on learning experiences, academic performance, career guidance, motivation, self-reliance, social interaction, and AI dependency. Utilizing a descriptive-comparative design, 194 student respondents were chosen through stratified sampling. The results show that students generally perceive AI positively. Students agree that AI enhances personalized learning, engagement, and critical thinking, although practical hands-on learning experiences received less favorable feedback. Academically, students concur that AI helps them identify weaknesses, improve assignments, and track progress, despite some reservations about its efficacy in exam preparation. For career guidance, students agree that AI effectively matches skills with career options, recommends internships, and provides resources, though it is less effective for long-term planning. Students also believe AI boosts motivation through gamified learning and progress tracking and fosters self-reliance via self-directed learning and critical thinking support. Socially, students agree that AI facilitates collaboration, peer learning, and networking. Additionally, students demonstrate a reliance on AI for their learning processes. Notably, female students report a more significant impact on social interactions than male students. The type of device used (laptop vs. cellphone) significantly affects the learning experience, with laptop users reporting a more substantial impact. Differences in AI's impact are noted among various courses, particularly benefiting education students more than those in hospitality management and agriculture. However, age and family income do not significantly influence AI's overall impact.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">630-657</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andie Tangonan Capinding</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTION AND VALIDATION OF MATHEMATICAL SATISFACTION QUESTIONNAIRE: AN EXPLORATORY AND CONFIRMATORY FACTOR ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Item measurement</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">reliability test</style></keyword><keyword><style  face="normal" font="default" size="100%">validity test</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1687425080.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students' mathematics satisfaction, but most of them focused on students' satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study's sample included 317 students from the Nueva Ecija University of Science and Technology – Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken's V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken's V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students' mathematical satisfaction.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">327-339</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andie Tangonan Capinding</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REVOLUTIONIZING PRE-CALCULUS EDUCATION: PHOTOMATH'S AI-POWERED MATHEMATICS TUTORSHIP</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">performance in pre-calculus</style></keyword><keyword><style  face="normal" font="default" size="100%">Photomath</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ interest</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ self-reliance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1702995850.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mathematics plays a vital role in education; however, Filipino students encounter difficulties, evident in their performance on both national and international assessments. However, current literature suggests that leveraging technology, such as calculators and AI, in mathematics education can enhance students' proficiency, particularly in the pre-calculus domain. Thus, this research study examined the effectiveness of Photomath in enhancing Filipino students' self-reliance, interest, and performance in pre-calculus. A quasi-experimental one-group pretest-posttest design was used, with 49 Grade 11 students from NEUST Laboratory High School participating. Descriptive and inferential statistical analyses were performed to examine the pre-and post-intervention data. Results revealed a significant increase in students' self-reliance, interest, and performance in pre-calculus following the use of Photomath. The mean scores on all three measures increased significantly from the pretest to the posttest. The results of the t-tests further confirmed the effectiveness of Photomath in enhancing students' self-reliance, interest, and performance in pre-calculus. These results suggest that Photomath can be a valuable tool for educators to incorporate into pre-calculus teaching to enhance students' confidence and interest, foster intrinsic motivation, and ultimately improve their performance.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">758-775</style></section></record></records></xml>