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Modelling SMEA Implementation: The Implementers’ Perspectives

Jerelyn Amigo, Betelino Amigo
Psychology and Education: A Multidisciplinary Journal · 2022-12-07 · DOI 10.5281/zenodo.7408955
Token #844
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Token#844 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x53fb3d1df6107d3cd8a755c27591ca847075f19e7a1ccc510b492f13e183d778 · block 12096921
Minted2026-10-01 17:19 UTC
Hash on chain0x428909c6ac5f41b5d2ac4738b88622447a08f88a920f0fb7c093510553154302
SHA-256 of the record0x428909c6ac5f41b5d2ac4738b88622447a08f88a920f0fb7c093510553154302
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Jerelyn Amigo 0xbC6072EF…9cC706 450,000 450,000
Betelino Amigo 0xcE8b39Ed…F69156 450,000 450,000

The anchored record

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{"abstract":"The challenges of school monitoring and evaluation (M&E) implementation and the scarcity of literature discussing factors of successful SMEA implementation prompted this initiative to devise a model illustrating how SMEA factors were directly influencing the efficiency of school improvement processes. Using a sequential exploratory design to generate indicators and components of SMEA from the implementers’ perspective, an exploratory factor analysis (EFA) was utilized to extract and group the factors to determine the emerging components. Cronbach's alpha was used to assess the reliability of the instrument. The model depicting interrelationship among SMEA components was costumed fit using a structural equation modeling and was interpreted using Cohen’s effect size strength of association. Five factors derived from varying perspectives of SMEA implementation were extracted and were categorized as (1) the implementers’ appreciation of SMEA benefits, (2) school engagement towards good SMEA practices, (3) SMEA’s support to quality instruction, (4) SMEA challenges and limitations, and (5) knowledge and skills of SMEA implementers. Among these, four components emerged as significantly interrelated and were contributory to successful SMEA implementation. This strength of positive correlation was illustrated in a model which described how the implementers’ appreciation of SMEA benefits supported the enhanced appraisal of the quality of the teaching and learning process. Hence, extensive research is recommended for deepening each component to sustain and refine the system.","abstract_source":"original","authors":["Jerelyn Amigo","Betelino Amigo"],"date":"2022-12-07","doi":"10.5281/zenodo.7408955","id":844,"issue":12,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"530ab91d44b3dcdf8e54458e96c99c08ae8b13115aeadea61441b9fa81ebd436","schema":"scimatic-article/1","title":"Modelling SMEA Implementation: The Implementers’ Perspectives","volume":5}

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2. The hash stored on chain (contentHash(844)):

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c290000000000000000000000000000000000000000000000000000000000000034c"},"latest"]}'

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