Aug 2026· Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity· Vol 12, pp. 1-23· 0 citations· 8 references
Abstract
This study investigated the influence of peer dynamics on student engagement in a tertiary physical education setting in the Philippines. Using a multi-methods design, data were collected from 1,955 students via a survey with quantitative and embedded open-ended questions. Quantitative results showed a largely positive social environment, with students reporting strong agreement with social interactions (M = 4.30) and safety (M = 4.28). However, a significant gap was found in social support: while general support was rated favorably, students reported a neutral feeling about being supported when trying new activities (M = 2.76). Qualitative findings corroborated this, revealing that while encouragement and camaraderie were dominant themes, cliques and occasional mockery created vulnerability during unfamiliar tasks. The convergence of data highlights that peer support is weakest when it is most needed. The study concludes that fostering a genuinely inclusive PE environment requires targeted pedagogical strategies, such as structured collaborative learning, to ensure consistent peer encouragement during moments of challenge and risk-taking.
This study focused on students' engagement in virtual exchange. After strict screening, 27 empirical studies were selected for thematic analysis. The results show that students' cognitive engagement is not passive information reception, but rather manifested as self-regulatory strategies. Behavioral engagement is marked by continuous and interactive verbal output. Emotional states include interest, tension, frustration, pauses in speech, feelings of isolation, or brief moments of calm. Participate in interaction and collaboration in VE tasks, establish genuine interpersonal relationships, and gradually form a sense of team belonging and community consciousness. It is related to peers' language proficiency, and higher-proficiency peers may facilitate emotional engagement, while significant ability disparity or cultural misunderstandings are likely to cause anxiety, frustration, and even avoidance. Social engagement refers to the practical process where students actively, continuously, and deeply. In summary, this study confirms that learning engagement in virtual communication is neither a natural occurrence nor a result driven by technology, but a dynamic process influenced by multiple factors.
Rongpu Ma· Lecture Notes in Education P...· 0 citations
Background: This study investigated the use of social media as a medium for teacher-student educational communication in public senior high schools in Northern Samar, Philippines, where geographical isolation, uneven internet access, and limited technological infrastructure influence digital learning practices. The study examined teachers’ and students’ perceptions of the challenges and benefits associated with using social media for academic communication.
Methods: A quantitative descriptive-comparative design was employed. Data were collected through researcher-designed 5-point Likert subscales validated for internal consistency, with Cronbach’s alpha values of .82 for the Challenges subscale and .85 for the Perceived Benefits subscale. Multi-stage sampling involving purposive, stratified, and simple random techniques produced a final sample of 168 teachers and 578 senior high school students (N = 746). Weighted means and rankings were used to analyse the data.
Results: Both groups perceived social media as highly beneficial for educational communication, particularly for assignment dissemination, teacher-student interaction, and feedback. However, serious challenges were identified, including unstable internet connectivity, high data costs, privacy and professional boundary concerns, classroom management difficulties, and limitations in pedagogical effectiveness. Teachers reported greater concern about boundaries, classroom management, and instructional effectiveness, whereas students expressed stronger concerns about technological access.
Conclusion: Social media supports communication in resource-constrained educational settings but requires clear institutional policies, digital citizenship education, teacher training, student digital literacy support, and improved infrastructure to ensure responsible and effective use.
Mabel P. Mahinay, Romel A. Morales· Asian Journal of Education a...· 0 citations
The expansion of online learning has made virtual group work integral to higher education, yet communication gaps, uneven participation, cognitive uncertainty, and limited instructional support continue to affect collaborative effectiveness. Grounded in Bandura’s Social Cognitive Theory, this study examined how environmental, personal, and behavioral factors interact to shape students’ online group experiences. Environmental factors were represented by teaching presence, personal factors by cognitive presence, and behavioral factors by social presence. A quantitative survey was conducted with a convenience sample of 286 university students from various faculties and levels. Data were collected using a 23-item, five-point Likert-scale questionnaire comprising eight items on teaching presence, seven on cognitive presence, and eight on social presence. The instrument demonstrated internal consistency, with a Cronbach’s alpha of .850. Descriptive findings showed that students perceived teaching presence positively, particularly when instructors provided clear examples, suitable materials, structured templates, and explanations. Although some students experienced confusion at the beginning of online discussions, cognitive engagement improved as they exchanged information, connected ideas, and applied new understanding. Social presence supported collaboration by enabling students to express opinions, share ideas, and participate confidently. Pearson correlation analysis revealed significant moderate positive relationships between environmental and personal factors (r = .408, p < .001), personal and behavioral factors (r = .394, p < .001), and behavioral and environmental factors (r = .438, p < .001). These findings support Social Cognitive Theory’s reciprocal determinism and highlight the importance of structured guidance, scaffolded activities, peer feedback, and psychologically supportive environments in strengthening online collaborative learning.
Zahari Bin Abu Bakar, Siti Nurul'ain Zaiton, Ahmad Khudzairi Khalid et al.· International journal of res...· 0 citations
Online learning has emerged as a significant aspect of higher education, treating students’ online presence as a key factor influencing engagement and learning outcomes. Navigated by the Community of Inquiry framework, the present research explores undergraduate learners’ perceptions of teaching presence, social presence, and cognitive presence in online classes, together with the connections between these dimensions. Data were collected from 79 undergraduate students using a quantitative survey research design. The survey was a 31-item questionnaire adapted from Garrison and Arbaugh (2007). The instrument included three sections evaluating three dimensions: teaching presence, social presence, and cognitive presence. Reliability analysis presented excellent internal consistency for all dimensions, with an overall Cronbach’s alpha of .969. Descriptive analyses also disclosed that students perceived teaching presence most positively, especially with regards to the lecturer’s communication and guidance. Meanwhile, cognitive presence was also highly rated, indicating students’ active engagement in exploration, integration, and application of knowledge. Conversely, social presence received relatively lower ratings, specifically related to group cohesion and comfort in stating disagreement. Apart from that, correlation analyses displayed significant positive relationships among teaching, social, and cognitive presence. The strongest association was found between social and cognitive presence, implying that meaningful social interaction contributes significantly to knowledge construction in online learning environments. All in all, the findings emphasise the significance of nurturing balanced instructional, social, and cognitive support to improve students’ online learning experiences.
Norasyikin Abdul Malik, N. Anuar, M. S. Y. Shak et al.· International journal of res...· 0 citations
This study examines the impact of peer learning on the artistic skill development and motivation of art students, with particular emphasis on how collaborative practices shape creativity, competence, and engagement. Using a mixed-methods approach, both quantitative and qualitative data were analysed from 157 student responses. The findings revealed that peer learning contributes positively to artistic growth through mechanisms such as constructive feedback, exchange of ideas, encouragement, and healthy competition. Students reported enhanced creative exploration and technical improvement when exposed to diverse peer perspectives. However, challenges such as unequal participation, time management difficulties, skill disparities, negative peer behaviours, and limited resources were also identified as barriers to effective collaboration. The interpretation of results was situated within three theoretical frameworks: Wenger’s Community of Practice, Vygotsky’s Sociocultural Theory, and Deci and Ryan’s Self-Determination Theory. These frameworks illustrate that peer learning operates as both an opportunity and a challenge enhancing creativity, confidence, and engagement, while also requiring supportive structures to address power dynamics, feedback quality, and resource availability. The study concludes that structured peer learning, when effectively supported, strengthens artistic competence, fosters collaborative cultures, and sustains student motivation in art education. These insights carry implications for pedagogical practice, suggesting that peer-based approaches should be deliberately designed to balance collaboration, autonomy, and equitable access to learning resources.
Emmanuel Mensah, C. Adala, Amenyo Dzikunu-Bansah et al.· Journal of Applied Social Sc...· 0 citations
This article presents a synthesis of research evidence on the role of social support in learning to play an instrument in one-to-one learning settings, and its relationships with children’s and adolescents’ self-efficacy in learning an instrument by using the systematic literature review. Search was conducted using the EBSCO and Web of Science databases, resulting in a total of 3,740 studies. 40 empirical studies were included in the review. The results indicate that parents and teachers are the primary sources of social support in this context. The influence of social support on self-efficacy was rarely addressed. These findings provide insights for teachers and parents and enhance understanding of social support in music education.
Milla Käyhty, K. Pyhältö, A. Toom· Nordic Research in Music Edu...· 0 citations
