https://hdl.handle.net/10481/105149 Sun, 19 Apr 2026 08:12:22 GMT 2026-04-19T08:12:22Z https://hdl.handle.net/10481/110685 Investigating the impact of institutional support services on student retention in a university in the Eastern Cape Province of South Africa Stofile, Regina; Enwereji, Chukwuneme This study investigated the impact of institutional support services on student retention at a higher education institution in South Africa. A quantitative research approach and a descriptive research design were employed to address theproblemof the study. Kuh’s student engagement theory was adopted as it provides valuable insights into how institutions can foster learning and enhance academic achievement and persistence. Data were collected from 660 third-year students using structured questionnaires. Thefindings reveal a significant positive relationship (r = 0.78; p<0.05) between academic support and student satisfaction, with academic support contributing 78% of factors influencing satisfaction. Key support services, including academic writing assistance, time management skills development, tutorials, and peer mentoring, were identified as crucial in enhancing student satisfaction and retention. Furthermore, demographic factors like campus and funding sourcessignificantly influenced satisfaction levels, while gender and residential status did not. The study concludes that proactive and intrusive academic support strategies are essential for fostering student engagement, confidence, and success. Recommendations include early intervention in the first year, personalised supportservices, and improved staff-to-student ratios to ensure effective delivery of academic support. https://hdl.handle.net/10481/110685 https://hdl.handle.net/10481/110680 Teachers' utilization of AI, pedagogical practices and students' collaborative learning Baylon, Elicel D.; Galicia, Leomar S. Teachers are increasingly utilizing AI in various ways, such as conducting research, generating lesson plans, summarizing information, and creating classroom materials. This adoption of AI by teachers is seen as having a positive impact on the future of education, though some challenges remain. Teachers' utilization of AI in education is growing, with many using the technology for tasks such as research, generating lesson plans, summarizing information, and creating classroom materials.Additionally, AI is changing how students learn, with AI-integrated tools becoming a bigger part of the school experience. This study determines teachers’ utilization of artificial intelligence (AI), pedagogical practices, and students’ collaborative learning in three private higher education institutions (HEIs) in the City of Dasmarinas, Cavite, Philippines.The researchersused correlation study to know the relation among the teachers’ utilization of AI and their pedagogical practices and how it facilitates collaborative learning among students.The findings of the study revealed that teacher-respondents highly utilized and perceived AI as highly beneficial and effective in their roles as educators.Theystrongly agree that AI technologies have the potential to improve educational outcomes and support educators in various ways.Moreover, theybelieve in the positive impact and importance of collaborative learning for students.On the other hand, the level of utilization of AI increases when they tend to adapt it on their pedagogical practices. Moreover, the integration of AI technologies in education impacts on how teachers approach teaching and learning processes.More so, there is no strong association between the use of AI technologies by teachers and the collaborative learning outcomes of students. This is because other factors or variables may be influencing the level of collaborative learning among students, independent of the utilization of AI by teachers. https://hdl.handle.net/10481/110680 https://hdl.handle.net/10481/110678 Evaluating the Impact of Project-Based Learning on Problem-Solving and Innovative Thinking in Technical Education Vivian Morenike, Olaseni This study explores the impact of Project-Based Learning (PBL) on fostering creativity and innovation within technical education. As the demand for problem-solving and creative skills intensifies in a technology-driven economy, traditional teaching methodsoften fall short ofcultivating the critical thinking and innovation required by modern industries. The research investigates how PBL, an active learning strategy emphasisingreal-world projects and student collaboration, can bridge this gap. Adopting a mixed-methods approach, the study combines quantitative surveys and qualitative interviews with students from technical education institutions in Ondo State. The findings indicate that 80% of students believe PBL enhances creativity. Additionally, manyrespondents report that it promotes innovative problem-solving, underscoring its effectiveness in developing essential skills for the contemporary workforce. PBL offersmore engagement, creativity, and collaboration opportunities thantraditional teaching methods. Students highlight that this approach fosters more profoundlearning and strengthens teamwork and communication skills in technical fields. Nevertheless, several challenges, such as insufficient teacher training and limited resources, hinder its widespread implementation.The study suggests several strategies to improve PBL adoption, including enhancing teacher professional development, allocating more resources, and integrating PBL into curricula. The findings suggest that when effectively implemented, PBL can significantly enhance the development of critical skills such as creativity, problem-solving, and innovation, thus better preparing students for today’s dynamic workforce. https://hdl.handle.net/10481/110678 https://hdl.handle.net/10481/110651 Mediating Effect of Self-Efficacy on the Relationship Between Adversity Quotient and Academic Performance Baoy, John Lloyd B.; Baquial, Noralin S.; Cerezo, Chrisnard Loui D.; Mendez, Mercy Joy R. There is a minority of considerations that influence students’ academic performance. This research aims to investigate the mediating effect of self-efficacy on the adversity quotient of students that reflects on their academic performance. This comprehensive study identifies determinants and their influences on the academe amongst selected universitystudents. This study used quantitative descriptive design to identify the mediating effect of self-efficacy on the relationship between academic performance and adversityquotient. The data was collected using an adapted Mindfulness-Based Self Efficacy Scale –Revised (MSES-R) and Adversity Quotient survey questionnaire. This study has a sample size of 150 students of the University of Mindanao. By determining the central tendency, the Pearson r and Sobel test revealed that self-efficacy did not significantly mediate the relationship between the adversity quotient and students' academic performance. However, the adversity quotient has a strong significance in academic performance. After carefully synthesizing the findings, the study led to further recommendations to examine variables that affect the student's academic performance. https://hdl.handle.net/10481/110651 https://hdl.handle.net/10481/110650 The role of the psychological preparation of the coach and its impact on the performance of football players - young categories Ali, Kissari; Abdellah, Lameche; Tadj Eddine, Benhiba; Boughalia, Faiza; Kecili, Djamal; Rayhanna, Naar; Dali, Hamid; Ibrahim, Sbaihia This study aims to shed light on the role of the psychological preparation of the coach and its impact on the performance of football players, and this is in improving and raising the level of performance and achieving positive results, in addition to knowing the effect of psychological relationships in improving the athlete’s performance. And analyze the quality of the relationship between the coach and the players from a psychological perspective. This is based on the descriptive approach. By applying thequestionnaire form as a tool for collecting data, the study was conducted on a random sample consisting of (40) players active in the state football section in Chlef. To process the results, the researchers relied on statistical methods represented by frequencies, Percentage and chi-square test. The results of this study concluded, through the continuous results obtained in questionnaires for players and coaches, thatthe psychological role of the sports coach affects the team’s performance during football competitions, and that psychological preparation has a major role in improving the team’s results, and that coaches do not rely solely On the physical and technical side only,but it is necessary to pay attention to the psychological side. https://hdl.handle.net/10481/110650