Journal of Social Knowledge Education (JSKE)

Bridging Academic Stress and Burnout: Procrastination as a Mediator and Implications for Education Policy

2025-05-03T10:49:22+07:00

Purpose of the study: This study aimed to examine the mediating role of academic procrastination in the relationship between academic stress and burnout among college students in Regions XI and XII, Philippines.

Methodology: The study employed a quantitative, non-experimental correlational design. Data were collected through an online survey consisting of 64 items rated on a 5-point Likert scale. A sample of 250 college students was selected using stratified random sampling, and data were analyzed using SmartPLS 4.0 and bootstrapping with 5,000 resamples.

Main Findings: The results showed that academic stress significantly predicts burnout (β = 0.394, p < 0.001), while procrastination mediates this relationship by amplifying stress and increasing emotional exhaustion (β = 0.411, p < 0.001). These findings highlight stress as a critical factor in driving burnout and demonstrate the importance of addressing procrastination to improve student well-being.

Novelty/Originality of this study: This study advances knowledge by exploring the mediating role of procrastination in the stress-burnout relationship, which has been underexplored in the literature. It highlights practical implications for community-based education policies and strategies to enhance student resilience and mitigate burnout in academic settings.

Effectiveness of Tutorial Videos in Enhancing Pronunciation: A Study on Cambodian EFL Learners and Social Implications

2025-05-02T01:40:52+07:00

Purpose of the study: The research aimed to examine how well tutorial videos could aid in developing the pronunciation skills of Cambodian EFL learners and to explore their perceptions of this learning method.

Methodology: Data collection employed both quantitative (pre-test and post-test) and qualitative (semi-structure interview) were used to figure out the significant difference between both groups and learners perceptions toward the use of tutorial video in enhancing pronunciation.

Main Finding: The findings indicate that using technology-based teaching approach—tutorial videos effectively enhance pronunciation for Cambodian EFL learners between different socio-economic backgrounds, with private students achieving greater improvement due to the early exposure and technology accessibility. Moreover, despite minor challenges, learners find learning pronunciation through tutorial videos enjoyable, motivating, and beneficial in reducing speaking anxiety through repeated practices. The study also demonstrates its social implications of technology in language learning, as it can close the socio-economic gaps by providing equal learning opportunities, making them more competitive in the job market and for future academic success. It emphasizes the important for instructor of integrating technology in pronunciation, as it is equally important as other language skills.

Novelty/Originality of this study: This study is original as no prior research at the researcher’s organization, National University of Battambang (NUBB). It mainly focusses on the effectiveness of tutorial videos on learners’ pronunciation from two different context—public and private schools which allows to explore the benefits of tutorial videos on English pronunciation development as well as fulfill the research gap at the institution.

Unpacking the Influence of Job Satisfaction on Lecturers’ Performance: Evidence Among Private Higher Educational Sector

2025-05-02T02:15:46+07:00

Purpose of the study: This research defines lecturers’ perception of job satisfaction and explores the influence of job satisfaction on lecturers’ performance in the private higher educational sector in Phnom Penh, Cambodia.

Methodology: The researcher applied descriptive statistics (M, S.D.) to assess lecturers’ perceptions of their job satisfaction levels. At the same time, multiple linear regression was employed to explore the influence of job satisfaction on lecturers’ performance. Furthermore, the researcher used the questionnaire of 36 items to survey lecturers physically in four private higher educational sector. A total of 304 lecturers teaching during the 2024–2025 academic year participated in this survey.

Main Findings: The study revealed a moderate positive relationship between job satisfaction and lecturers’ performance (R = 0.67, Adjusted R² = 0.445, p = 0.000, N = 304). These findings align with previous research, indicating that job satisfaction plays a vital role in enhancing lecturers’ performance. Furthermore, the results displayed that extrinsic job satisfaction factors, such as negotiable salaries and proper working conditions, were found to have a more significant impact on performance compared to intrinsic job satisfaction.

Novelty/Originality of this study: This study makes a significant contribution by expanding on previous research that highlights the critical role of job satisfaction in enhancing lecturers’ performance. It uniquely identifies the impact of extrinsic job satisfaction factors—such as salary, working conditions, and interpersonal relationships—as key drivers of higher lecturers’ performance. The research also suggests that future studies explore additional influences, such as leadership styles and external factors, in promoting lecturers’ performance.