<?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%">Daianne S. Gloria</style></author><author><style face="normal" font="default" size="100%">Elmira Thrina C. Pelayo</style></author><author><style face="normal" font="default" size="100%">Rowell D. Castro</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF INFRASTRUCTURE AND STUDENT SATISFACTION IN HIGHER EDUCATION: INPUTS FOR CAMPUS DEVELOPMENT PLAN</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%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">student satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">student support services</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development goals</style></keyword><keyword><style  face="normal" font="default" size="100%">university infrastructure</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4604149</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</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%">This study assesses and ascertains the relationship between university infrastructure and student satisfaction, emphasizing how facilities influence students' academic experiences and overall well-being. Using a convergent parallel mixed-methods approach, the research collected quantitative and qualitative data from over 1,600 students across 13 colleges in one state university in the City of Malolos, Bulacan, Philippines. The survey evaluated student satisfaction in five categories: library and learning resources, IT and digital services, student support services, health and wellness facilities, and recreational spaces. Findings revealed high satisfaction in areas like library cleanliness, student portals, medical services, and grievance handling procedures. However, notable deficiencies were identified in Wi-Fi reliability, digital resource accessibility, comfort room conditions, and canteen facilities. Thematic analysis of qualitative feedback echoed these concerns and highlighted additional needs for improved ventilation, lounge areas, and inclusive recreational spaces. ANOVA analysis showed significant differences in satisfaction based on college and year level, suggesting disparities in infrastructure quality and service delivery across colleges. Considering the strategic investment in infrastructure, particularly in digital services, sanitation, and inclusive spaces, it becomes pivotal for enhancing student satisfaction and academic outcomes. With this, effective improvement includes regular restroom maintenance, upgrading Wi-Fi infrastructure, expanding study and lounge areas, and ensuring standardized support services across colleges. These efforts are critical to creating a learning environment that supports student engagement, performance, and holistic development. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">501-524</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%">Princess Gerbie C. Durante</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRENGTHENING RESEARCH PEDAGOGY: STUDENT’S ONLINE RESEARCH EXPERIENCES, CHALLENGES, AND EFFECTIVE TEACHING STRATEGIES</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%">online research collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">online research experiences</style></keyword><keyword><style  face="normal" font="default" size="100%">quality education</style></keyword><keyword><style  face="normal" font="default" size="100%">research pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development goals</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%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1718778585.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%">Given the growing trend of delivering classes through online and virtual environments, it is vital to gain a nuanced understanding of students’ online research learning experiences, the factors that contributed to their choice of learning modality, the challenges they encountered, and the effective online research teaching practices and strategies that supported them in completing the course. Although some studies have looked into this area, there is limited literature on research courses conducted online. Thus, this study attempts to fill that gap. Using a mixed-methods approach, the results revealed that overall, there is a significant difference in the projected performance of 204 asynchronous students compared to their actual achievement. Likewise, a significant difference is also evident in the projected performance of the 67 synchronous students compared to their actual achievement. Furthermore, it is of note that the synchronous students projected higher performance and actually attained better marks, with a significant difference in actual achievement compared to their asynchronous counterparts. Analysis of qualitative data also revealed factors that influenced the disparity, including internet connection issues, communication challenges, learning environment, time management, and group dynamics. Additionally, effective teaching practices that facilitated the completion of collaborative research projects include clarity of learning materials, reasonable deadlines, teacher support and understanding, availability for consultation and feedback, and interactive and engaging teaching methods. Consequently, these results can be used to inform and improve research teaching practices, learning materials design, and assessment tool development. More significantly, it may be used as the basis for institutional policies about online research learning. </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%">341-352</style></section></record></records></xml>