Journal of Social, Humanity, and Education

Issued by Goodwood Publishing, the Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to social sciences, humanities, communication, language, literature, political science, and education.

Issued by Goodwood Publishing, the Journal of Social, Humanity, and Education (JSHE) is a peer-reviewed, open access scholarly journal publishing high-quality manuscripts in forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to social sciences, humanities, communication, language, literature, political science, and education.

Published
2024-02-01

Articles

Mathematics learning motivated by computer attitude and social media engagement

Purpose: This study aimed to investigate the impact of computer attitudes and social media engagement on students' motivation to learn mathematics. Methodology: The study followed a descriptive-correlational approach involving 181 Grade 11 students from three private schools. Questionnaires and statistical tools were used to gather the data. Results: The results revealed a clear connection between positive computer attitudes and active social media engagement. Moreover, significant evidence has indicated the effectiveness of motivated strategies in improving math learning outcomes. Interestingly, while computer attitudes alone did not significantly influence these strategies, social media engagement had a notable impact. Limitations: Limited generalizability (specific region, Grade 11 private school focus). Contribution: Enhances understanding of the link between computer attitude, social media, and motivated strategies in math learning. Emphasize integrating social media to boost motivation and learning outcomes. Valuable for students, teachers, administrators, and officials in shaping effective strategies. Novelty: One key takeaway is the importance of integrating social media platforms into educational practices to enhance motivation and improve learning outcomes. This study provides valuable insights for students, teachers, administrators, and policymakers as they work together to shape effective learning strategies. Moreover, it offers a unique perspective on the role of technology and social media in fostering motivation and enriching learning experiences.

Impact of transformational leadership and school environment on organizational commitment of teachers

Purpose: This study investigated the influence of transformational leadership and the school environment on the organizational commitment of teachers. Research methodology: A quantitative nonexperimental research design with multiple regression analysis was employed. Using the Raosoft calculator, 115 of the 162 public secondary teachers in Davao City were selected as respondents who rated the three adopted questionnaires. Results: The findings revealed a high level of transformational leadership, school environment, and teachers’ organizational commitment. In terms of significant relationships, both transformational leadership and the school environment were moderately positive and statistically significant. The results of the regression revealed that transformational leadership and the school environment are responsible for 46.2% of the variation in the organizational commitment of teachers. However, the results of the coefficients revealed that only the school environment could predict organizational commitment. Limitations: This study only involved 115 respondents and used adopted questionnaires, which might be quite different from the context of the respondents. Contribution: The results and findings of this study can be used as a basis for implementing programs and interventions to address problems with teachers’ organizational commitment. Novelty: Previous studies have only focused on some variables that influence organizational commitment, such as remoteness, emotional exhaustion, inaccessibility of healthy and sufficient school accommodations, and lack of local community linkages without a clear theoretical framework. Fortunately, this study explored other relevant factors, such as leadership and the school environment, as predictors of organizational commitment by establishing related theories to strongly support these variables with corresponding indicators.

A quantitative research of learning habits of secondary school students: An observational study in Dhaka Division

Purpose: This study aimed to identify the significant factors influencing the learning habits of secondary-level students. Research methodology: This study examined the learning habits of 120 students from 12 high schools in three categories throughout three surrounding cities in the Dhaka Division. This study used a descriptive survey research design. A Purposive sampling approach was applied to select three districts from the Dhaka division, and 12 secondary schools were selected from the three districts. These 120 respondents were chosen using a simple random sampling method belonging to classes 6–10 and ages 12–16. Results: The average age was 14.0 2.3 years. The majority of the students (39.2%, n = 47) came from families with limited income, and most of their mothers were not working (77.5%, n = 93). Furthermore, most students (39.2%, n = 47) were from poor-class families. Among the three factors influencing learning habits, two (gender and residence status) were statistically significant, but working mothers were statistically insignificant. Limitations: The results of this study may not accurately reflect the entire situation because data from only 120 students from three districts in the Dhaka division were collected. Contribution: There is no statistical relationship between study habits and students’ mothers’ job status. However, gender and residence had an important influence on students’ learning habits. Novelty: The researcher suggests that educators and school authorities work together to convince students how to build efficient study routines and boost their academic and future achievements.

Villages SDG's response to mental health: Better late than never

Purpose: This article presents village-based mental health policies in response to sustainable development goals. Research methodology: A qualitative research approach was used in conjunction with library research. Results: According to the findings of this study, the focus of development goals, namely living a healthy and affluent life, has not been on mental health. Furthermore, there are findings on advocacy, research and innovation, partnership, and integration of mental health and other SDGs. Contribution: Based on the findings of this study, several recommendations were made, including developing wise mental health policies in rural areas, increasing mental health commitments and budgets, mobilizing communities to respond to rural mental health policies, and improving treatment facilities and mental health response services. Novelty: Although the goals of sustainable development place a special emphasis on healthy and prosperous lives, insufficient data on mental health have been collected, and mental health policies based on village wisdom have not become a theme that many central and regional governments have implemented.

Factors influencing students academic performance: Case of Mai Idris Alooma Polytechnic Geidam

Purpose: This study aimed to investigate the factors that influence the performance of students in Mai Idris Alooma Polytechnic Geidam Yobe State in the Northeastern Nigeria. Research methodology: The paradigm of this study is to use the final-year students of Mai Idris Alooma Polytechnic Geidam as independent variables. The dependent variables included factors influencing students’ academic performance. Factors included a) personal conditions, b) study habits, c) home-related aspects, d) school-related aspects, and e) lecturer-related factors. Results: The study identified different factors and the highest impact among the variables that influence the academic performance of students in institutions other than those traditionally studied. Among these five (5) domains, lecturer-related aspects and personal condition factors fall behind school-related factors. Nonetheless, both categories were still deemed highly impactful. Conversely, home-related factors and study habits had little effect on students’ academic performance in the case study. Limitations: The research analysis was limited to a self-report questionnaire gathered from final-year students Mai Idriss Alooma Polytechnic Geidam in October 2023. Contribution: With the outcome of this research, all students, particularly year one prospective students, and those students who are not as academically strong will be informed about the factors that influence their academic performance.