Asia Pacific Higher Education Research Journal (APHERJ) <p><span style="font-weight: 400;">The <strong>Asia Pacific Higher Education Research Journal (APHERJ)</strong>, an international multidisciplinary refereed journal, publishes quality and high-impact research addressing issues and concerns of education and teacher education, social sciences, engineering and technology, and educational policy and business education in the Asia Pacific Rim. It provides a forum for the dissemination of qualitative and quantitative research on theory and instructional model building, product development, policy studies, internationalization, as well as local responsiveness from different countries and cultures. It aims to bridge the gap between theory and practice by publishing relevant empirical research that contributes to solving higher education problems.</span></p> <p><span style="font-weight: 400;">Please read our Review Criteria and Instructions to Authors for further information.</span></p> <p><strong>ISSN:</strong><span style="font-weight: 400;"> 2408-350x</span></p> <p><strong>EISSN:</strong><span style="font-weight: 400;"> 2467-6802</span></p> <p><strong>Publishing Schedule</strong></p> <p><span style="font-weight: 400;">Articles in this journal are published bi-annually (every August and December).</span></p> <p><strong>Access and Publishing Model</strong></p> <p><span style="font-weight: 400;">As part of the ongoing changes in scientific publishing, the journal follows an open-access publishing model which aims to increase the readership, reach, and impact of published research through an open-access system using PKP’s Open Journal System.</span></p> <p> </p> <p><span style="font-weight: 400;"><a href="" rel="license"><img src="" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</span></p> Philippine Normal University en-US Asia Pacific Higher Education Research Journal (APHERJ) 2467-6802 Generational Differences in Job Satisfaction Level Among Employees of State College in Aurora Province, Philippines <p>Today's top management faces the challenge of managing a multigenerational workforce. While each generation has a unique skill to contribute to the organization’s success, they also bring different work characteristics that can lead to intergenerational conflicts. Thus, this study aimed to assess if there is a significant difference in job satisfaction levels among state college employees in Aurora Province based on their generational cohorts. It utilized a descriptive research design through a survey, and data were collected from 360 employees via census using the Minnesota Satisfaction Questionnaire-Short Form. An analysis of Variance (ANOVA) was used to analyze the data. According to this study's findings, most employees are Generation Y members, and their overall job satisfaction falls within the category of High-Level satisfaction, with no statistically significant difference between generations. However, it is worth noting that five of the MSQ-Short Form's 20-item statements significantly differ in generational cohorts and, if not addressed, can lead to generational conflicts in the workplace. To address the five statements with notable differences within cohorts, this study recommended that top management devote significant effort to developing intervention programs. It is also advised that the respondent conduct a self-evaluation to determine their strengths and limitations to become productive and successful workers.</p> Rona Jane Cacanindin Copyright (c) 2023 Asia Pacific Higher Education Research Journal (APHERJ) 2023-08-31 2023-08-31 10 1 Socioeconomic Conditions of the Bachelor of Secondary Education Graduates: A Tracer Study <p>Graduates are the evidence of the worth of an academic program and the value of Higher Education Institutions. Through a tracer study, this paper examines the socioeconomic conditions of 92 graduates of the State University identified using purposive sampling in Northern Negros from 2015 to 2020. The study used a cross-sectional method with CHED Graduate Tracer Study as an instrument. The data was collected through survey and was analyzed using descriptive statistics. It employed the Social System Theory to assess the mandates of the HEIs to deliver quality education. The graduates have passed the Licensure Examination for Teachers and landed permanent jobs. The graduates' family income increased, and their alma mater contributed to their holistic development, contributing to the sustainability of SDG 4 of UNESCO 2030 and AmBisyon 2040. Tracer studies can be used to examine the socioeconomic conditions of graduates as a framework that goes beyond employability, competency, program, and curriculum development. It is suggested that this framework be replicated.</p> Philner Salindo June Keziah Salindo Copyright (c) 2023 Asia Pacific Higher Education Research Journal (APHERJ) 2023-08-31 2023-08-31 10 1 Problem-Based Learning Approach in Preservice Teachers: Untold Stories <p>Problem-based learning (PBL) fosters critical thinking skills (CTS) vital for achieving quality education for all (Sustainable Development Goals 4). This study investigates the experiences of purposely selected 20 first-year non-STEM mathematics preservice teachers at a State University in Negros Occidental in a PBL setting. This study employed concurrent triangulation mixed research methods and data collected through pre-tests, post-tests, and interviews. Pre-test results showed that the students were in the lower levels of CTS and performance in linear, quadratic, and polynomial functions problems. Most were Challenged Thinkers and performed at a minimal level. Post-test results showed that students improved their performance to Very Satisfactory as their level of CTS to be Advanced Thinkers. Focus group discussions (FGD) emphasized students' experiences with PBL. Results showed that PBL enhanced students' CTS and performance through exciting and challenging math problems, yet students find it tiring and time-consuming. They prefer teachers explaining step-by-step solutions.</p> Everlou Maquiling Copyright (c) 2023 Asia Pacific Higher Education Research Journal (APHERJ) 2023-08-31 2023-08-31 10 1 Attitudes and Professional Help-Seeking Motivation Towards Mental Health of Selected SHS Students <p>Despite the large body of knowledge on adolescent mental health, their professional help-seeking behaviors remain underexplored. This descriptive cross-sectional survey research explores the professional help-seeking behavior of 300 Senior High School student adolescents, specifically, the demographic profile, attitudes, and motivations. The findings highlight that only 8.7 percent of the sample has previously sought professional help. In comparison, 38.3 percent reported having current mental health concerns. Results show that the competence to seek professional help affects the respondents' professional help-seeking motivation, with the highest weighted average mean of 3.25. Most respondents exhibit positive affect and cognitive attitudes regarding professional help seeking attitudes, indicating favorable behavior. At a 5% significance level (p&lt;.05), there is no significant difference in the respondents' professional help-seeking attitudes when grouped according to their demographic profile. Furthermore, using a standardized scale, more appropriate probability sampling, and conducting a larger sample size are discussed to improve the study.</p> Ma. Antonette Leonod Maria Azela Tamayo Copyright (c) 2023 Asia Pacific Higher Education Research Journal (APHERJ) 2023-08-31 2023-08-31 10 1 Students' Growth Mindset, Motivation, and Mathematics Performance: A Correlational Study <p>This study examined the correlation between students' mindset and motivational constructs, such as intrinsic and utility values, self-efficacy, self-regulation, and test anxiety, on their mathematics performance during the COVID-19 pandemic. The researchers used a quantitative approach and gathered data from 310 randomly selected Grade 11 students attending public secondary schools in Quezon City. Findings indicated that many students possessed a fixed mindset during the pandemic, yet they demonstrated motivation in mathematics amidst the COVID-19 situation. Growth mindset and other motivational constructs, such as intrinsic value, utility value, self-efficacy, and self-regulation, showed positive correlations with mathematics performance. At the same time, test anxiety displayed a negative and very weak relationship. Empirical evidence highlights the vital role of a growth mindset and motivational factors in students' mathematics performance, even in challenging circumstances like the pandemic. Recommendations include implementing growth mindset interventions in the classroom and providing engaging activities to sustain students' motivation.</p> Geo Albert Bravo Bernadeth Nobles Copyright (c) 2023 Asia Pacific Higher Education Research Journal (APHERJ) 2023-08-31 2023-08-31 10 1