Research in Social Sciences

An Experimental Assessment of Gender Equality Lessons for Japanese 4th Graders

Shin AKITA — 2025-04-11

This study aimed to evaluate the effects of a gender equity lesson in a Japanese elementary school. Seventy-three fourth graders (34 boys and 39 girls, aged 9–10) from three elementary schools in Aomori Prefecture, Japan, participated in an 80-minute gender equity lesson focused on occupational gender stereotypes. The lesson's effects were assessed using a pre- and post-test experimental design with two measurement tools: an implicit association test and a questionnaire survey. The results indicated a statistically significant reduction in gender-occupation bias after the lesson. However, implicit attitudes toward men and women remained stable, with no significant changes observed. These findings highlight the challenges of promoting gender equity initiatives in Japan and suggest potential limitations of implicit assessment tools for younger children. This study represents a unique attempt to examine the effects of a gender equity lesson for elementary school children by employing both implicit and explicit assessment procedures.

Inclusive Education in Philippine Secondary Schools: Teachers' Readiness and Competencies Study

Michael John Sabanal — 2025-04-11

This study investigated the relationship between the demographic profile of secondary school teachers and their readiness to implement inclusive education, focusing on knowledge, skills, attitudes, and practices. The objectives were to assess how variables such as age, gender, educational attainment, field of specialization, length of service, and professional development opportunities correlated with teachers' readiness for inclusive education. The research questions centered on identifying significant relationships between these demographic factors and various dimensions of readiness. A descriptive-correlational research design was employed, involving a sample of 30 randomly selected teacher-respondents from a public secondary school in the Philippines. Data were collected using a survey questionnaire that measured teachers' knowledge, skills, attitudes, and practices related to inclusive education. The study found that educational attainment and relevant training had significant positive correlations with teachers' knowledge and skills in inclusive education. Conversely, age, gender, and length of service showed weak or no significant correlations. These findings implied that enhancing teachers' qualifications and providing professional development are crucial for improving inclusive education practices. The study's findings strongly recommended prioritizing advanced training programs, aligning evaluations with inclusive education competencies, and conducting further research on intrinsic motivational factors.

Mathematics Proficiency and Student Attitudes: A Comparative Examination of First-Year Students in A Higher Education Institution

Rachel Lacio — 2025-04-11

This study aimed to assess first-year students' mathematics proficiency and attitudes at La Consolacion College, Liloan, Cebu, Inc., during the academic year 2024-2025 as a basis for an action plan. Specifically, it examined students’ confidence, motivation, value, and enjoyment in mathematics and proficiency levels. Employing a descriptive-comparative research design, the study involved 62 respondents across three academic programs. Data were gathered using a Mathematics Proficiency Test and a Survey Questionnaire on Attitudes Toward Learning Mathematics. Statistical tools such as frequency count, percentage, weighted mean, and one-way analysis of variance (ANOVA) were utilized to analyze the data. The findings revealed that most students were at the 'Developing' proficiency level (38.71%), with only 3.23% reaching the 'Advanced' level. Attitudes toward mathematics were predominantly neutral for confidence, motivation, and enjoyment, while value was rated positively. No significant differences in attitudes or proficiency were observed across programs. The hypothesis tests confirmed that neither attitudes nor proficiency varied significantly when grouped by academic program. The study concluded that low proficiency levels and neutral attitudes toward mathematics highlight the need for targeted interventions. Recommendations include implementing tutoring programs, workshops, and mentorship to improve proficiency, fostering positive attitudes through interactive learning strategies, and enhancing resource accessibility. Regular assessments and curriculum adjustments are also proposed to ensure sustained progress. This research underscores the importance of a supportive learning environment and tailored educational strategies to improve mathematics proficiency and engagement.

Enhancing Organizational Resilience through Strengthening Knowledge Management, Adversity Intelligence and Work Motivation

Andi Hermawan — 2025-04-16

Organizational resilience is a process carried out by organizational leaders in overcoming difficult situations by issuing appropriate policies and mobilizing all components of the organization and reformulating concrete positive steps in a short time so that the organization does not experience shocks and the organization's operational activities can run as they should. Educational institutions managed by the community as educational organizations face extraordinary challenges in the competition to survive and the slow pace of development due to educational policies. Therefore, research is needed to obtain information on variables related to increasing organizational resilience. This study aims to find strategies, methods and optimal solutions to increase organizational resilience through knowledge management, adversity intelligence and work motivation. This study uses a survey method with path analysis and the SITOREM method to analyze key indicators. Using smart PLS analysis to obtain the magnitude of the influence between the variables of knowledge management, adversity intelligence and work motivation on organizational resilience. Using SITOREM analysis, an optimal solution is obtained for increasing organizational resilience. This study provides recommendations for increasing organizational resilience that can be used as a reference for strategic decision making for school principals, the Education Office and the Ministry of Education.

Am I my Brother’s Keeper? Interviews with Individuals who have Siblings with Disabilities

Sunaina Shenoy — 2025-04-17

Research on the impact of having a sibling with a disability has been contradictory in that some studies have cited positive lived experiences, while others have cited a negative impact on health and emotional well-being. This study explores the impact of having a sibling with a disability on typically developing adults. We explore this issue through several psychological constructs, including identity, attachment, family dynamics, responsibilities towards siblings, etc. We used grounded theory as a framework to conduct semi-structured interviews with ten individuals who had siblings with disabilities. Recorded interviews were transcribed and analyzed. The participants reported varied experiences regarding parent-sibling dynamics, the concept of disability, cultural aspects, current relationships with their siblings, employment, and relating to others in society. Implications for research and practice in counselor education and special education will be discussed.

Influential Factors in the Mathematical Journey of Elementary Students

Emeline Obcial — 2025-05-05

This study examines the influence of various factors on students' mathematical literacy, focusing on parental and home environments, technology use, school resources, and social-emotional variables. Utilizing a descriptive-correlational design, the research assessed how these elements impact the mathematical performance of students across key areas such as number identification, quantity discrimination, and problem-solving. The findings reveal that parental involvement and home resources do not significantly affect students' mathematical outcomes. Moreover, a considerable gap in technology access suggests a deep digital divide that potentially undermines the educational benefits of digital resources. School factors like teacher support and safety are seen positively, yet they show limited impact on enhancing mathematical skills beyond basic competence. The study underscores the need for educational strategies that better integrate effective technological tools and foster environments that support both the academic and emotional development of students. These insights aim to guide future educational policies and practices to improve mathematical literacy in a holistic and inclusive manner.

Navigating the Complex Landscape of Factors Influencing Mathematical Literacy at the Elementary Level

Rubella Bonghanoy — 2025-05-05

This study assessed the mathematical literacy of elementary pupils. It aimed to evaluate learners’ performance in number identification, quantity discrimination, missing number (patterns), basic arithmetic operations, and word problem-solving, and to examine the relationships between mathematical performance and selected variables, including parental and home environment, technology-related factors, school-related factors, and social-emotional factors. A total of 93 pupils from Grades 1 to 3 participated in the study. Data were gathered through standardized EGMA tests and structured questionnaires, with results analyzed using descriptive statistics and Pearson correlation. Findings revealed that learners’ overall performance in mathematics was satisfactory across all assessed domains. However, no significant relationships were found between learners’ performance and their parental environment, school factors, or social-emotional factors. A weak but significant negative correlation was observed between technology-related factors and quantity discrimination, suggesting that increased exposure to technology may hinder rather than enhance specific math skills if not used appropriately. These results underscore the importance of context-specific, quality-focused interventions in both home and school settings. The study concludes that improving mathematical literacy requires a more integrated approach that considers the effective implementation of support systems, rather than relying solely on their presence.

Pathways to Enhanced Math Literacy among Elementary School Children

Gladys Simbajon — 2025-05-05

This study examined the factors influencing the mathematical literacy of early-grade. Utilizing a descriptive-correlational research design, the study assessed 93 pupils from Grades 1 to 3 using the Early Grade Mathematics Assessment (EGMA), which measured competencies in number identification, quantity discrimination, pattern recognition, and arithmetic operations. Supplementary data were gathered through questionnaires assessing parental and home environment, technology-related factors, school-related conditions, and social-emotional aspects. Results indicated that learners generally achieved “Satisfactory” performance across all mathematical indicators. While most contextual variables did not show significant correlations with math achievement, a notable negative relationship was found between both home and social-emotional factors and word problem-solving skills. Additionally, school-related factors were significantly linked to learners' pattern recognition abilities. The findings underscore the importance of holistic interventions that address both cognitive and non-cognitive factors to enhance mathematical literacy, informing future educational policies and school-based support programs.

National Language and the Construction of Nationalism: Eric Hobsbawm's Constructivist Perspectives

Zhong Liwei — 2025-05-07

Since the modern era, nationalism, as a political ideology, has profoundly shaped the trajectory and development of world history. As a representative scholar of constructivist theories of nationalism, Eric Hobsbawm has provided critical theoretical insights into understanding the formation and evolution of nationalism by elaborating on its constructed nature. Central to Hobsbawm’s analysis is the role of national languages in constructing nationalism. Drawing from a political science perspective and employing textual analysis, this paper focuses on the constructed nature of Hobsbawm’s theory of nationalism, examines his views on national languages, analyzes the processes of constructing and promoting national languages, and identifies key pathways through which constructed national languages contribute to nationalism. This study represents an innovative approach to both the research perspective and content of Hobsbawm’s theories on nationalism.

Teachers’ Level of Preparedness and Acceptance Towards the Inclusion of Learners with Special Educational Needs

Jeane Mae Cola — 2025-05-08

This study explored the preparedness and acceptance of receiving teachers toward the inclusion of learners with special educational needs (LSENs) at Sogod Central School in Southern Leyte. Using a quantitative descriptive-correlational design, the research aimed to determine the relationship between teachers’ preparedness focusing on pedagogical knowledge, professional development, classroom environment, and instructional strategies and their level of acceptance of inclusive education. Data were collected through a structured survey questionnaire adapted from Kern (2006), and responses were gathered from ten teachers who had been consistently catering to LSENs for more than two years. Results showed that teachers were moderately prepared overall, with the highest preparedness in instructional strategies, followed by professional development, classroom environment, and pedagogical knowledge. Teachers also demonstrated a moderately acceptable level of inclusion acceptance. Strong positive relationships were found between preparedness and acceptance, particularly in instructional strategies and pedagogical knowledge, both of which were statistically significant. These findings indicate that when teachers are well-equipped with effective teaching strategies and a solid educational foundation, their willingness to embrace inclusive practices increases. The study emphasizes the importance of ongoing teacher training and support systems that foster inclusive mindsets. Strengthening instructional competence and pedagogical foundations can significantly influence positive attitudes and readiness toward inclusive education. Schools and policymakers should prioritize continuous professional development to promote successful inclusive learning environments.

Attitudes and Mathematics Proficiency among Second Year Higher Education Students

Ednessa Malinao — 2025-05-08

This study compared the attitudes and mathematics proficiency among second-year university students. Utilizing a descriptive-comparative research design, 88 students were selected through random sampling, with data analyzed using frequency counts, weighted mean, percentages, standard deviation, and One- way analysis of variance (one-way ANOVA). Findings revealed that most most of the respondents have access in basic mathematical books, and 78.41% of the population spent 1-2 hours per week in studying mathematics. Students demonstrated a generally neutral attitude towards learning mathematics; however, comparative analyses indicated no significant difference in attitudes based on the programs enrolled which implies their attitudes towards mathematics are the same regardless of the academic program students are enrolled in. In contrast, the comparative test of mathematics proficiency revealed significant differences related to the programs enrolled which suggests that the academic program in which students are enrolled has an impact on their mathematics skills. The study concludes with a recommendation to implement the proposed action plan to address identified gaps and support holistic students’ development. In the long run, this will result in a well-rounded education for the students, equipping them with the knowledge and attitude needed for success both in and outside the classroom. The university will be proactive in ensuring that students are not only mathematically proficient but also professionally and academically successful.

Perspectives on Mathematics Proficiency and Attitudes among First-Year Students in Higher Education

Cherry Mae Fuentes — 2025-05-08

This study explored the students' attitudes toward mathematics and their proficiency levels, with a focus on variations across academic programs. Using a descriptive research design, data were gathered from 278 college students through a researcher-developed Mathematics Proficiency Test and the Attitudes Toward Mathematics Inventory (ATMI). Results revealed that while students hold a generally positive view of mathematics' value, their self-confidence, enjoyment, and motivation remain neutral. Most students spent only 1–2 hours per week studying math, and over half were categorized under the “Developing” proficiency level. ANOVA tests showed no significant differences in attitude or performance across programs. These findings underscore the importance of fostering supportive, engaging learning environments to enhance both skill and mindset in mathematics.

Analysis on the Attitudes and Mathematics Proficiency among the First Year Students in a Higher Education Institution

Richard Camacho — 2025-05-08

This study investigated the relationship between students’ attitudes toward mathematics and their mathematics proficiency among the students enrolled. Using a descriptive research design, data were gathered through a researcher-developed Mathematics Proficiency Test and the standardized Attitudes Toward Mathematics Inventory (ATMI). The results showed that while students generally held neutral attitudes in terms of self-confidence, motivation, and enjoyment, they displayed a positive perception of the value of mathematics. Despite this, over 85% of students performed below the proficient level. A significant difference in attitudes was found among students from different academic programs, though no significant difference was observed in their mathematics proficiency. These findings underscore the importance of addressing both cognitive and affective factors in mathematics education and call for interventions that foster motivation, confidence, and engagement to support academic success in the subject.

Female Entrepreneurship and the Childcare Crisis: Impacts on Economic Growth and Innovation

Jacquelyn Irene Eidson — 2025-05-10

This study aims to examine the impact of the ongoing childcare crisis on female entrepreneurship. It specifically explores how insufficient and unaffordable childcare presents barriers to business growth, innovation, and participation in the economy by women entrepreneurs, and how these challenges affect broader goals of economic sustainability and inclusive development. This study employs a mixed-methods approach, using a systematic review of peer-reviewed literature, economic reports, and organizational publications. Secondary data from sources like the Kauffman Foundation, United WE, and the Federal Reserve were analyzed to identify policy gaps. Research tools included database searches via ProQuest and Google Scholar using relevant keywords and thematic content analysis of selected sources. Findings reveal that lack of affordable childcare significantly restricts the capacity, innovation, and scalability of women-owned businesses. Many female entrepreneurs must reduce business activity or exit entrepreneurship entirely due to caregiving demands. These barriers limit economic output, reduce workforce participation, and stall the progress of women in business leadership and innovation. This research is applicable in the fields of economic development, entrepreneurship, gender studies, labor policy, and public administration. It is especially useful to policymakers, small business support organizations, and advocacy groups focused on equity, economic resilience, and inclusive innovation ecosystems for women entrepreneurs.This study uniquely links the childcare crisis to constraints in female entrepreneurship and positions childcare policy as a key lever for economic innovation. It offers new insights and targeted policy recommendations that highlight entrepreneurship as a critical area for reform, reframing caregiving challenges as structural economic barriers requiring immediate attention.

Natural Resources and Civil War Onset —— The Impact of Resource Types and Regional Variations

Zhang Jibin — 2025-05-10

Existing studies generally acknowledge a strong correlation between a nation’s natural resource endowment and the onset of civil wars. However, how do different types of natural resources influence civil war onset, and do these effects vary across regions? Drawing on data from the Uppsala Conflict Data Program (UCDP) and the World Bank, this paper examines 65 civil wars occurring between 1945 and 2000, alongside the natural resource profiles of the affected nations. It investigates the impacts of mineral resources and energy resources on civil war onset through the theoretical lenses of the "greed hypothesis" and "opportunity hypothesis," respectively, and conducts regional heterogeneity analyses. The findings reveal: (1) Greater natural resource abundance in a country correlates with a higher likelihood of civil war onset. Specifically, mineral resources primarily incentivize rebels to initiate conflicts by increasing potential wartime gains, while energy resources may elevate civil war risks by undermining state capacity. (2) The two resource types exhibit distinct regional effects: In Africa, mineral resources play a more pronounced role in driving civil wars, whereas in Latin America, energy-rich nations are more prone to conflicts. In Asia, civil wars are predominantly influenced by energy resources, with mineral resources showing negligible impact. This study provides a comprehensive analysis of the relationship between natural resources and civil war onset, clarifies the differential mechanisms of resource types, and identifies regional variations, offering theoretical insights for natural resource management and civil war prevention.

The Role of the South China Sea, Sulu Sea, and Celebes Sea as Catalysts for Malaysia’s Agenda as a Global Maritime Nation

Ismail Ali — 2025-05-12

The Sulu Sea and Celebes Sea are two important maritime areas that connect Malaysia with neighboring countries in Southeast Asia and the Pacific. In the context of Malaysia’s geopolitics, geo-economics, and geostrategy, these seas play a significant role in influencing the country's foreign policy, maritime security, and regional and international relations. This article aims to examine the importance of the South China Sea, Sulu Sea, and Celebes Sea to Malaysia, with a focus on aspects related to maritime boundaries, maritime security threats, and the management of natural resources. The central question addressed is how these maritime regions affect Malaysia’s political and economic stability, as well as the challenges the country faces in ensuring continued maritime security and regional stability. This study adopts a qualitative approach by analyzing various data sources, including official documents, international reports, and previous studies on the geopolitics of the South China Sea, Sulu Sea, and Celebes Sea. This methodology allows for a deeper understanding of the challenges and opportunities Malaysia encounters in navigating maritime issues. The article applies theories of geopolitics, geo-economics, and geostrategy within a conceptual framework that views these seas as central to the interests of major powers and regional actors involved in the contest for natural resources and control of global trade routes. The discussion highlights several key issues, including territorial boundary disputes between Malaysia and neighboring countries, security threats arising from piracy and transnational crime, and Malaysia’s role in ensuring the sustainability of valuable marine resources. Findings indicate that, although Malaysia has substantial strategic interests in these seas, numerous challenges remain. These must be addressed through regional diplomacy, strengthened maritime security cooperation, and enhanced enforcement of maritime law.