Journal of Innovations in Teaching and Learning

The third paper for Volume 5, Issue 2 is entitled “Trends and Applications of Data Mining for Improving Student Learning: A Systematic Mapping of Educational Data Mining Research in the Philippines” by Charles Darwin O. Godinez and Laila S. Lomibao

Abstract:
While traditional assessments offer snapshots of student knowledge, it often fails to capture the dynamic nature of learning and the intricate interplay of students’ cognitive and metacognitive skills. With this, the burgeoning field of Educational Data Mining (EDM) research provides promise for innovative assessment that can provide deeper insights into student learning and inform effective teaching strategies. However, there are limited EDM research in Philippine educational systems that existing literature reviews on EDM applications often have broader geographical scope and may not capture the unique challenges and opportunities with the Philippine educational systems. This systematic mapping analyzed existing research on EDM applications to predict or improve student performance within Philippine educational contexts. Eighteen (18) EDM research in the Philippines were evaluated. The results showed that current Philippine EDM research focuses to make predictions or classifications of student performance or behavior, such as academic achievement, online learning adaptation, procrastination, and learning styles. Specifically in mathematics education, current EDM research explored broader applications focusing on general academic performance, online learning effectiveness, and student risk factors. A wide range of student data attributes such as age, s*x, and parents’ education for demographic data, online learning skills for behavioral data, and overall grades and GPA for performance data are actively utilized in Philippine EDM research. A variety of algorithms lead by traditional algorithms – Naïve Bayes and Decision Trees, have been successfully employed to carry out EDM tasks. The study also identified challenges related to data quality, availability, and ethical considerations. By identifying these trends and applications, this study can inform future efforts to leverage educational data for improving learning outcomes within the Philippine educational system.
https://pubs.sciepub.com/jitl/5/2/3/index.html

The second paper for Volume 5, Issue 2 is entitled “Self-Regulated Learning and Industry Readiness: Evidence from Pre-Service Teachers in Philippine Technical Education” by Glenfford M. Esparcia and Maria Teresa M. Fajardo

Abstract:
Preparing pre-service teachers for industry readiness requires not only technical competence but also the capacity to take ownership of their own learning. Despite extensive research on self-regulated learning (SRL) among pre-service teachers, there remains limited evidence on how SRL translates into multi-domain industry readiness—particularly in the Philippine Bachelor of Technology and Livelihood Education (BTLED) program where graduates are expected to serve as teachers, TVET trainers, TESDA assessors, entrepreneurs, and community leaders. This study addresses this gap by examining the relationship between SRL and industry readiness among BTLED Home Economics majors in a state university. Using survey data from 65 respondents, validated scales were administered to measure SRL (planning, monitoring, reflection) and industry readiness across five domains. Reliability indices were excellent (Cronbach’s α = .95–.97). Results revealed high ratings for both SRL and industry readiness. More importantly, correlation analysis demonstrated a strong and positive relationship between SRL and industry readiness (ρ = .650, p < .001). These findings underscore SRL as an enabling mechanism that bridges academic preparation and applied competence across diverse industry roles. Implications point to embedding explicit SRL strategies in technical teacher education curricula to strengthen graduates’ employability and professional adaptability.

https://pubs.sciepub.com/jitl/5/2/2/index.html

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The first paper for Volume 5, Issue 2 is entitled “Drill Cards: A Tool for Developing Handwriting Literacy of Students with Autism Spectrum Disorder” by Desiree G. Tacbas and Sol J. Dalonos

Abstract:
This study explored how using drill cards can help improve the handwriting of students with Autism Spectrum Disorder (ASD). Many children with ASD face challenges in writing due to issues with motor skills, focus, and sensory processing. Drill cards—simple, structured tools with guided handwriting activities—were used to support their writing development. The study compared two groups of students: one used drill cards and the other did not. Results showed that while all students had difficulty with handwriting at the beginning, those who used drill cards showed more improvement in letter sizing, formation, and legibility. Although the improvement wasn’t statistically significant, the findings suggest that drill cards offer a promising, accessible, and easy-to-use strategy to support writing skills in students with ASD. The study highlights the importance of structured practice and recommends further research on combining drill cards with other supportive techniques.

https://pubs.sciepub.com/jitl/5/2/1/index.html

The tenth paper for Volume 5, Issue 1 is entitled “Challenges in the Implementation of Quality Assurance Mechanisms at the University of Zambia” by Shanziwe Abesi Mijere, Harrison Daka, Mukuka Lydia Mulenga – Hagane, Ireen Bwembya, Boniface Banda and Friday Chazangaa

Abstract:
The study examined the implementation challenges faced by both academic and administrative staff of quality assurance mechanisms at the University of Zambia. The study employed a convergent parallel mixed-methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 10 administrative staff and 5 Quality Assurance Directorate personnel and 5 students in leadership. Data analysis included descriptive statistics, correlation analysis, multiple regression and thematic analysis. Findings revealed that resource constraints emerged as the predominant implementation challenge (84.27%). Qualitative findings revealed improved role clarity and streamlined processes attributed to quality systems, but severe understaffing and infrastructure limitations hindered implementation. Based on these findings, the study recommends implementing a tiered quality assurance training framework and establishing a decentralized quality assurance support structure with designated officers in each school.

https://pubs.sciepub.com/jitl/5/1/10/index.html

The ninth paper for Volume 5, Issue 1 is entitled “Systematic Literature Mapping on the Design, Implementation, and Impact of Mathematical Problem Posing in Teacher Education” by Maria Princess M. Ardines and Rosie G. Tan

Abstract:
Mathematical problem posing (PP) is increasingly recognized as a powerful yet underutilized pedagogical approach in mathematics education. This systematic literature mapping synthesizes findings from 60 empirical studies published between 2010 and 2025 to examine how PP is integrated into teacher education and teacher development programs (TDPs) across global contexts. The review explores implementation models, theoretical frameworks, instructional strategies, and reported impacts on teacher learning. Results show that PP is widely embedded in both pre-service and in-service programs, particularly through university-based coursework, workshops, collaborative design, and technology-supported interventions. Most programs are grounded in constructivist, sociocultural, inquiry-based, and Realistic Mathematics Education (RME) frameworks, with increasing attention to creativity and reflective teaching. Positive outcomes include gains in teachers’ mathematical content knowledge, pedagogical planning, metacognitive reflection, creativity, and instructional confidence. However, significant challenges remain, including difficulties in generating non-routine problems, inconsistency between teacher beliefs and classroom practices, limited contextual adaptation, and methodological gaps such as short-term interventions, small samples, and minimal use of validated tools. The review concludes by calling for more longitudinal, culturally responsive, and scaffolded TDP models, alongside policy-level efforts to institutionalize problem posing within national teacher education frameworks.

https://pubs.sciepub.com/jitl/5/1/9/index.html

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The eight paper for Volume 5, Issue 1 is entitled “A Systematic Literature Review of Non-STEM Students’ Mathematics Journey in Tertiary STEM Programs” by Mary Christine M. Tanquilan and Laila S. Lomibao

Abstract:
The increased focus on Science, Technology, Engineering, and Mathematics (STEM) education has gained global attention as a result of demands by the industry for professionals in the fields of technology, health care, and engineering. In the Philippines, the K-12 curriculum was implemented to prepare students to be better for STEM careers, but many non-STEM strand completers who were admitted into tertiary STEM programs experienced challenges, specifically with mathematics courses. In this systematic review of literature of studies carried out within the Philippine context, common barriers, cognitive and emotional challenges, and institutional interventions that influence the mathematics learning journeys of non-STEM strand students were identified. After a procedurally-settled, eight-step review process, five studies were picked up and analyzed to find three major themes: (1) mathematical preparedness and performance gaps; (2) emotional and instructional barriers; and (3) institutional interventions and bridging programs. The results suggest that non-STEM students tend to have problems understanding basic mathematical concepts, suffer from high levels of anxiety, and that they also benefited from the enhancement programs. The review ends with the conclusion that there is a need for more responsive, strand-specific support systems to bridge these gaps to equalize access to careers in STEM for all students. The study offers pragmatic implications for educators, policymakers, and curriculum developers to understand and work around in order to enhance the mathematics education and the students’ performance within the context of the Philippine educational practice.

https://pubs.sciepub.com/jitl/5/1/8/index.html

The seventh paper for Volume 5, Issue 1 is entitled “Socio-Emotional Learning Skills in Mathematics: A Systematic Literature Review” by Michael P. Anino, and Marife V. Ubalde

Abstract:
This systematic literature review explores the integration of socio-emotional learning (SEL) skills in mathematics education and their impact on students’ academic engagement, resilience, and overall learning outcomes. SEL encompasses core competencies such as self-awareness, self-regulation, motivation, empathy, and responsible decision-making—skills that are increasingly recognized as essential in supporting students’ ability to navigate mathematical challenges. Despite the cognitive emphasis of mathematics instruction, recent studies show that affective factors significantly influence students’ problem-solving behavior, classroom participation, and persistence in the face of difficulty. This review examined fifteen peer-reviewed articles published between 2018 and 2025 using a thematic analysis approach. Articles were selected based on criteria including relevance to SEL in mathematics, methodological rigor, and contribution to current educational discourse. The findings highlight a consistent positive relationship between SEL competencies and students’ mathematical performance, particularly in the areas of emotional regulation, collaboration, and motivation. However, the review also reveals a gap in the systematic integration of SEL in math classrooms. Key challenges include limited teacher training, curriculum constraints, and the absence of affective goals in assessment frameworks. The review concludes by recommending structured, intentional incorporation of SEL into mathematics instruction to cultivate emotionally intelligent and academically resilient learners prepared for the demands of 21st-century education.

https://pubs.sciepub.com/jitl/5/1/7/index.html