Journal of Research in Education and Pedagogy
The Interplay Between Creative Production and Emotional Experience: The Influence of Emotional States and Creativity Motivation Among University Students
The general aim of the research is to investigate the dynamic relationship between creative production and emotional experience, with a particular focus on how engagement in creative activities shapes emotional states and how varying emotional states, in turn, influence the quality, originality, and overall character of creative outcomes among university students. Creativity is considered a complex process influenced by both positive and negative moods, which can stimulate different aspects of flexible thinking, persistence, and originality. For students, emotions are particularly relevant as they navigate academic challenges and personal development, making creative expression not only a tool for learning but also an outlet for self-regulation and growth. The research was conducted on a sample of 150 psychology students from universities in the Republic of North Macedonia. A descriptive-analytical method was applied, using a self-report questionnaire that measured students’ emotional experiences during creative work as well as their perceptions of creativity. Additionally, a culturally adapted scale for measuring creativity motivation was included to ensure relevance to the local academic context. Results show that the relationship between emotional states and creativity is strong, supporting the idea that well-being directly influences creative potential. This indicates that creativity is not only an outcome influenced by emotions but also a strategy for emotional regulation and psychological well-being. Findings suggest that the student sample demonstrates a well-balanced creative motivation profile. The results also carry important implications for the educational context. Fostering a supportive and emotionally positive learning environment may directly contribute to students’ creative potential.
Copyright (c) 2026 Gorica Popovska Nalevska https://creativecommons.org/licenses/by-nc/4.0
Enhancing Secondary School Students’ Independent Learning, Conceptual Understanding, and Self-Efficacy of the Integration Concept through Photomath-Assisted Instruction
This study assessed how well Photomath-assisted teaching strategies compared to conventional approaches in developing students’ capacity for independent study, improving their conceptual understanding of Integration Content, and boosting their self-efficacy in mathematics in Rwandan Senior Six. It carefully examined how Photomath’s effects varied depending on the student population and the learning environment. Using a non-equivalent control group pre-test–post-test design and a quantitative quasi-experimental methodology, 116 students who were purposefully chosen from public and private secondary schools, urban and rural, and from the PCM, PCB, and MCB academic tracks participated. The multivariate effects of the teaching strategy and its interactions with demographic factors were examined using multivariate analysis of variance (MANOVA). Additionally, diagnostic tests of assumptions (normality, homogeneity of variance-covariance, and multicollinearity) were performed before MANOVA, and all criteria were satisfied. Analyses were conducted using SPSS version 26 with α = 0.05. These methodological checks strengthen the validity of the findings. Regarding students’ independent study skills, conceptual understanding, and mathematics self-efficacy, statistically significant multivariate relationship effects were found between the instructional approach and variables like school location, gender, school type, and academic combination. This result implies that these demographic traits have an impact on Photomath’s effectiveness. By providing empirical evidence regarding Photomath’s varied impact within many different kinds of school contexts in Rwanda, this study fills a significant gap in the body of existing literature. It offers crucial information that educators and legislators may use to adjust technology integration tactics, improving fair and efficient mathematics instruction and reducing potential inequities.
Copyright (c) 2026 Onesme Niyibizi, Thierry Niyitegeka, Evode Nahimana, John Peter Kazinyirako, Jean Nepomuscene Singirankabo https://creativecommons.org/licenses/by-nc/4.0
Impact of Hands-on Activities on Students’ Performance in Biology in Ghanaian Senior High Schools: A Systematic Analysis
This study investigates the impact of hands-on activities on students’ academic performance, motivation, and attitudes toward biology in Ghanaian senior high schools through a systematic analysis of existing literature. Grounded in constructivist and experiential learning theories, the study synthesizes evidence on how practical, activity-based instruction enhances students’ understanding and retention of biological concepts by linking theory to real-life applications. A systematic literature review was conducted in accordance with PRISMA guidelines, drawing on 32 peer-reviewed articles, unpublished theses, and policy documents published between 2010 and 2025. Data were sourced from Google Scholar, ResearchGate, Academia.edu, and official Ghana Education Service and Ministry of Education repositories. The findings consistently indicate that the integration of hands-on activities significantly improves students’ conceptual understanding, long-term retention, critical thinking skills, and overall academic performance in biology. Additionally, practical activities were found to positively influence students’ motivation, engagement, and attitudes toward learning biology by creating interactive and student-centered learning environments. Despite these benefits, the review identifies persistent challenges to effective implementation, including inadequate laboratory resources, large class sizes, limited instructional time, and insufficient teacher training. These constraints are particularly pronounced in under-resourced schools, limiting equitable access to experiential learning opportunities. The study concludes that strengthening hands-on biology instruction through improved resource provision, targeted teacher professional development, and curriculum adjustments is essential for enhancing learning outcomes. The findings provide valuable insights for educators, curriculum developers, and policymakers seeking to improve biology education and promote meaningful science learning in Ghanaian senior high schools.
Copyright (c) 2026 Richmond Mensah, Isaac Kwame Boafo, Thomas Dawuni Tingbanja https://creativecommons.org/licenses/by-nc/4.0
Bridging Languages and Faith: A Pictorial Approach to Teaching Basic Islam to Bilingual Children
Bilingual children often encounter greater challenges in school than their monolingual peers, particularly when dealing with abstract concepts and religious education. Teaching the fundamentals of Islam in English is difficult due to the limited availability of locally relevant resources. To address this gap, “My First Handbook of Islam” was developed through four stages involving Islamic scholars, linguists, educators, and illustrators. The book was distributed to schools and Islamic centres, with 1,100 copies disseminated nationally and internationally. This study assessed bilingual children’s attitudes toward the book using a descriptive, quantitative, cross-sectional survey. A total of 104 bilingual children aged 10 to 12 participated, recruited through convenience sampling with parental consent. The instrument consisted of structured questionnaire items (5-point Likert scale), covering vocabulary, comprehension, engagement, sharing, and motivation. The tool achieved good internal reliability (Cronbach’s alpha = 0.82). Data were collected through paper-based surveys, supervised in classrooms after guided reading sessions, and analysed using SPSS v27. Descriptive statistics (frequency, percentage, mean) were applied, with interpretation guided by mean scales. Findings showed that students unanimously valued the book, reporting improved vocabulary acquisition, enthusiasm for Islamic knowledge, and enjoyment of illustrations. The pictorial approach bridged language gaps, reduced cognitive load, and increased engagement through culturally relevant visuals. The book was also used for sharing knowledge with siblings, peers, and teachers, though less so with parents due to language mismatches. The study concludes that pictorial Islamic texts are effective for bilingual learning and can be further enhanced through integration into digital formats such as interactive e-books and mobile apps. Implications are drawn for teachers, parents, curriculum designers, and Islamic educational institutions, especially in multicultural settings.
Copyright (c) 2026 Muhamad Khairul Zakaria, Wan Nurhafeza Wan Salam, Mohammad Aizat Basir, Alyani Ayub, Mohd Zulkanain Mamat, Abdul Mutalib Embong, Noor Azida Ab Wahab, Muhammad Mursyid Mohd Zaini, Nur Azlina Md. Aris, Catur Nugroho, Juliani Hussain, Md Khairil Hafizi Muhamad, Kais Amir Kadhim https://creativecommons.org/licenses/by-nc/4.0
Grade 7 Learners’ Academic Achievement in Araling Panlipunan Using Contextualization of Teaching and Learning (CTL)
This study aimed to assess the effectiveness of Contextualized Teaching and Learning (CTL) in enhancing the academic performance of thirty Grade 7 Mabolo students at Baybay National High School through CTL. Conducted during the first quarter of the Academic Year 2023-2024, the research utilized a pre- and post-intervention design incorporating CTL that lasted for 4 weeks. A mixed-method approach was employed to assess student performance, utilizing a contextualized lesson plan, checklist, 4-point Likert scale, a post-intervention assessment with 5 identification type, 5 multiple-choice, and 2 essay-type questions, including semi-structured interviews. The Cronbach Alpha of 0.714 was accepted after a pilot testing method. Data analysis involved the Wilcoxon signed-rank test and thematic analysis. Results revealed a significant improvement in student assessment scores, with the median score increasing from 4.000 (SD = 0.493) before the intervention to 4.667 (SD = 1.06) after the intervention. Interviews indicated that students perceived CTL as significantly enhancing their class participation and self-efficacy. Additionally, their familiarity with the topics improved through CTL, contributing to enhanced academic performance. The potential and effectiveness of CTL in Social Studies education have yielded promising outcomes. However, several areas require further development, including the consistency of implementation, teacher capacity, responsiveness to community contexts, and the availability of high-quality contextualized reference materials. School administrators can play a pivotal role by creating supportive spaces that enable Social Studies teachers to gather and utilize local data, thereby strengthening the integration of context into content. Furthermore, education policymakers can enhance CTL by establishing a more flexible and responsive contextualized matrix that accommodates diverse local realities and pedagogical approaches.
Copyright (c) 2026 Ma.Bless Mignun N. Pepito, Kyle Aaron E. Moreno, Angelie D. Napala, Clent Argie Ampado, Lionel Frederich L. Tatoy, Jay C. Bansale https://creativecommons.org/licenses/by-nc/4.0
Understanding the Triggers of English-Speaking Anxiety among University Students: A Cross-Cultural Mixed-Methods Study
This study investigates the prevalence and underlying triggers of speech anxiety among ESL undergraduate students at the institute in Pakistan. The study is primarily grounded on Krashen’s Affective Filter Hypothesis (1988), Horwitz et al.’s Foreign Language Anxiety framework (1986), and Brown’s (2000) socio-affective and personality constructs, using these theories to interpret English speech anxiety in ESL learners. Recognizing English as both an official language and a critical tool for academic and professional advancement, the research examines how the pressure to speak flawlessly can lead to heightened anxiety, self-consciousness, and performance impediments in the classroom. Employing a mixed-methods approach, the study first distributed a 30-item Likert-scale questionnaire to 40 BS English students to quantitatively gauge anxiety levels, followed by semi-structured interviews with a subset of 10 students and several English language teachers to explore the contextual and personal dimensions of communication apprehension. The findings reveal that many learners experience significant nervousness and fear-manifested through physical symptoms such as trembling and mental blocks-when required to speak publicly in English, which in turn undermines their fluency and self-esteem. The paper discusses effective strategies adopted by students, such as practicing with peers, extra tutoring, and reading aloud, and underscores the need for educators to foster supportive classroom environments that reduce performance pressure while encouraging active participation. These insights offer valuable implications for language instruction and curriculum design aimed at mitigating speech anxiety and enhancing overall language proficiency. ESL teaching should nurture supportive classrooms, lower evaluation anxiety, and boost student confidence. Curriculum and teacher training should focus on spoken interaction and minimizing stressors. The study recommends future research on the long-term impact of anxiety reduction on language fluency, broader sampling, cross-institutional or cross-cultural comparisons, and qualitative work to improve interventions for ESL learners.
Copyright (c) 2026 Tauqeer Ali Rajpar, Abdul Malik Abbasi, Abdullah Laghari https://creativecommons.org/licenses/by-nc/4.0
Barriers and Solutions: International Students’ Experiences in Intercultural Communication
As global student mobility expands, intercultural communication (IC) has become an essential aspect of the international student experience. In multicultural countries like India, international students often face challenges related to language, culture, and academic integration. Assam, an emerging educational hub in Northeast India, remains under-researched in this context, particularly regarding how well it supports the intercultural adaptation of foreign students. This study investigates the intercultural communication challenges faced by international students in Assam and explores the coping strategies they employ. It focuses on identifying barriers across sociocultural, educational, individual, and interpersonal domains. A mixed-methods design was used. Quantitative data were collected through structured surveys from 39 students representing 25 countries. These surveys explored communication preferences, language use, and cultural adjustment difficulties. Qualitative data were gathered through in-depth interviews with four students to provide deeper insights. Data were analyzed using descriptive statistics by SPSS 27.0 version and thematic coding for the interview schedule. The study found that 51.3% of students faced IC challenges, despite some initially denying such experiences. English was the primary communication language (61.5%), but limited fluency in Hindi or Assamese hindered interaction with locals. Common issues included tone misinterpretation, gestures, and religious sensitivities. “Culture shock” was the most reported challenge (73.3%), particularly related to food, customs, and personal boundaries. Language barriers also impacted academic engagement. Students commonly responded by initiating open discussions (53.8%) or observing and analyzing situations (48.7%). The study highlights the critical role of language proficiency, cultural awareness, and adaptive strategies in improving intercultural communication. It urges institutions to promote inclusive, culturally responsive environments for international students.
Copyright (c) 2026 Peter Mduwile, Dulumoni Goswami, Didymus Ibrahim, Janeth Lufunga, Atida Mbingamno https://creativecommons.org/licenses/by-nc/4.0
Unveiling Student Perspectives: Challenges and Insights on the Ordinary Level Examination
The Ordinary Level (O/L) examination in Sri Lanka plays a crucial role in shaping students’ academic progression and career opportunities. This study investigates students’ perceptions of O/L exam questions, focusing on question difficulty, time management, question type preferences, and the impact of tuition classes. A mixed-methods approach was employed, using quantitative data from a sample of 318 students through descriptive and inferential statistics, alongside qualitative insights from thematic analysis. Results show that 32% of students faced difficulties with unclear questions, negatively affecting their confidence and performance. A significant correlation was found between tuition attendance and increased exam confidence, with 95% of students attributing improved preparedness to supplementary education. However, this also raises concerns about equity, as access to tuition varies by gender and socio-economic background. Time management was a major challenge, as 34% of students reported running out of time during exams. Additionally, 65% of students preferred long-answer questions, which allowed for more in-depth expression, while 60% found multiple-choice and structured questions challenging. The study highlights the need for greater clarity in exam questions, equal access to preparatory resources, and integration of time management training in school curricula. These findings emphasize the urgency of reforming the assessment system to ensure fairness, reduce stress, and better align with students’ learning needs and abilities.
Ellippuli Arachchige Champika Nishanthi Perera
Kahengoda Mudiyanselage Niranga Thanuja Kumari Bandara
Copyright (c) 2026 Ellippuli Arachchige Champika Nishanthi Perera, Loku Waduge Ransika De Alwis, Kahengoda Mudiyanselage Niranga Thanuja Kumari Bandara https://creativecommons.org/licenses/by-nc/4.0
Teachers’ Motivation for Professional Development: A Phenomenological Case Study Approach
The rapid transformation of the education sector, driven by advances in AI and evolving student needs, makes continuous professional development (PD) essential for teachers; yet, sustaining motivation for ongoing learning remains a significant challenge in resource-constrained contexts like Nigeria. This qualitative study explores how teachers in the ECHO Education Nigeria PD program perceive the value of their learning experiences and identifies the factors that motivate or discourage their participation and continued growth. Using a phenomenological case study design, data were collected through in-depth interviews with eight of the ten highest-scoring participants from a Value Creation Survey completed by more than sixty teachers. Findings reveal three main categories of motivational influences: factors that propel engagement, such as teachers’ desire to make a meaningful impact on their students and society and their commitment to staying current in their profession; factors that sustain engagement, including the mutual respect and sense of belonging fostered within the EEN PD social learning community and the resulting shifts in perception and teaching practice; and factors that hinder engagement, such as limited access to teaching resources, preference for in-person interaction, lack of administrative support, and broader systemic challenges within the education system. The study underscores the importance of both intrinsic and extrinsic motivators and emphasizes the need for professional development models that are collaborative, accessible, and responsive to local realities. Implications for educational leadership and policy include fostering supportive school cultures, improving technological access, and addressing systemic barriers to teachers’ ongoing development.
Copyright (c) 2026 Dominic Siami Egure https://creativecommons.org/licenses/by-nc/4.0
Intercultural Education Values: Insights from Primary School Teachers’ Views in North Macedonia
In an increasingly diverse educational landscape, understanding how teachers perceive the foundational values of intercultural education is critical for fostering inclusive classrooms and promoting social cohesion. This research investigated whether variables such as gender, level of education, prior intercultural education, teaching experience, and the school cultural structure affect teachers’ views on the values promoted by intercultural education. To explore these relationships, a structured questionnaire was designed and pilot‑tested before full deployment, ensuring clarity and relevance of all items. A 5-point Likert Scale consisting of 8 items was applied to 217 primary school teachers in the Republic of North Macedonia. The Scale’s reliability (Cronbach’s Alpha) coefficient was found to be 0.91. Data collection achieved a 72% response rate, allowing for robust subgroup comparisons across gender, educational attainment, and other factors. T-tests and Scheffé tests were performed to determine whether there are statistically significant differences in teachers’ perceptions based on the investigated variables. Significant differences were observed based on gender, teaching experience, the cultural structure of the school, and prior intercultural education. Detailed post‑hoc analyses clarified which groups differed most markedly, highlighting the impact of targeted training. Teachers believe that intercultural education, above all, promotes “tolerance towards the culturally different”, “reduction of stereotypes and prejudices”, and “coexistence of different cultures”. Drawing on these findings, practical recommendations are offered for policymakers and school leaders. Teachers need permanent training on cultural diversity to sustain and deepen their intercultural competence and to translate these values into everyday classroom practice.
Copyright (c) 2025 Bujar Adili, Makfirete Ameti, Jehona Rushidi-Rexhepi, Arbresha Zenki-Dalipi, Arita Agai https://creativecommons.org/licenses/by-nc/4.0
Enhancing Critical Thinking through Shakespeare’s Sonnet 116: A Problem-Based Approach in a Cross-Cultural Middle School Classroom
This study investigates how Shakespeare’s Sonnet 116 is used as a resource to encourage critical thinking among third-year middle school students in a multiculturally mixed classroom setting in Morocco. Twenty-five students were involved in a learning intervention in the PBL (problem-based learning) framework, with a focus on collaborative inquiry, cultural interpretation, and performance activities. A one-group pre-test/post-test design was used in this study to examine differences in the students’ critical thinking from prior to the intervention toward after the intervention. Findings suggested that students had learned to interpret literary topics, negotiate abstractions such as love or fidelity, and relate these to their real circumstances. Discussion and production outside of the sonnet had encouraged students to exercise their interpretive skills, and they had gained experience in cognition, argumentation, and reflection. The results provide evidence of the potential of embedding classics in contemporary pedagogy, such as PBL, to stimulate students’ cognitive engagement and promote intercultural understanding. The study also demonstrates the way Shakespeare’s works, if contextualized effectively, can overcome cultural frontiers and offer wider possible resources for literacy and critical understanding. The findings suggest that literature-based instruction can offer benefits beyond the development of academic literacy skills, in helping shape open-minded, reflective individuals who can engage in thoughtful exploration of diverse views. In the final analysis, the paper supports the pedagogical benefit of using Shakespeare in Moroccan schools and calls for both lovers of literature and lovers of education to tap into literature as a conduit for critical and culturally responsive pedagogy. These educational strategies enhance classroom conversation, foster interpretative independence, cultivate empathy, promote student agency, and stimulate profound engagement with many human experiences.
Copyright (c) 2025 Bendraou Rachid, Shih Yi-Huang, Sana Sakale, Taoufik Alaoui Hichami https://creativecommons.org/licenses/by-nc/4.0
Cross Fertilization of Ideas between Indigenous Knowledge and Western Science: Navigating the Complexity in Science Lessons
Learners find it difficult during science lessons when they are asked to relate their indigenous knowledge to Western science, not only that they do not know that they might know it in their indigenous language, but it difficult for them to translate it into the language of teaching and learning (LoTL). The complexity of the indigenous language in science lessons hinders the integration of IK in science lessons. The aim of the study was to investigate the complexity of indigenous knowledge in science lessons that are taught in English when the teacher includes learners’ lived experiences in science lessons. Social constructivism theory was used as the lens to analyse the data. The study employs the Dialogical Argumentation Instructional Model (DAIM) and Contiguity Argumentation Theory (CAT) as analytical tools to analyze the data obtained from the learners during science lessons. The study involved Grade 9 learners taught the topic on acids and bases in a rural school in the Ohangwena region. The data were generated using lesson observation and focus group interviews with learners. The major findings of this study show that learners are loaded with indigenous knowledge before they enter the science classroom, and teachers need to use this knowledge to enhance the conceptual understanding of learners in science lessons. The study also shows that using argumentation as a teaching model helped learners to reflect back and engage their indigenous knowledge in science lessons. However, some learners were not able to cross-fertilize the indigenous knowledge into scientific knowledge due to a lack of terminology in English. Thus, the study recommends that teachers need to be trained on how to integrate indigenous knowledge into their lessons.
Dialogical Argumentation Instructional Model
Copyright (c) 2025 Fredrick Simataa Simasiku https://creativecommons.org/licenses/by-nc/4.0
Documenting d/Deaf and Hard of Hearing Children’s Psychosocial Experiences at a School in Harare, Zimbabwe
The inclusion of d/Deaf and Hard of Hearing (d/DHH) may not be complete without considering their psychosocial issues. This study documented d/DHH’s psychosocial experiences in inclusive education at a mainstream school. The study employed a qualitative research approach and a narrative research design to guide the research process. The study population comprised all thirty-two mainstream teachers and all four school administrators at the school. Of the thirty-two teachers, ten were purposively sampled to make two Focus Group Discussions (FGDs) of five members each. Besides, two school administrators were also purposively sampled from the selected school to dialogue on their psychosocial experiences in educating d/DHH children. One of the major findings was that d/DHH children had language barriers to communicating with their hearing counterparts. The study also found that d/DHH children faced negative relationships with their hearing peers at the mainstream school, a form of social friction. The study further found that the d/DHH children benefited, psychosocially, from attending various activities with the hearing children. Based on these findings, the study recommended that all Teacher Education Programmes should make it mandatory that the Zimbabwe National Sign Language be an exit skill for all student teachers. The study further recommended that there be guidance and counselling programmes to enable d/DHH and hearing children to understand each other and cooperate.
Copyright (c) 2025 James Maizere, Loveness Dube https://creativecommons.org/licenses/by-nc/4.0
Differences in Factors that Limit School Efforts to Provide Mental Health Services by School Level: A National Analysis
The degree to which factors limited the efforts of school leaders to provide mental health services to their students was addressed in this multiyear investigation. We analyzed national data from the National School Survey on Crime and Safety for the 2015-2016 and 2017-2018 school years. A causal-comparative research design was used because of the use of pre-existing data. In this survey, school principals and/or designees were asked about numerous school programs, student achievement, and student demographic characteristics. We analyzed only those survey questions directly related to providing mental health services. Inferential statistical procedures revealed the presence of statistically significant differences in a lack of access to mental health professionals and a lack of community support for both school years. Elementary schools had a higher percentage of effort limited in a major way by a lack of access to mental health professionals and community support than did middle or high schools. Additionally, elementary schools had the highest percentage limited in a major way for: lack of parental support, concerns about reactions from parents, reluctance to label students, and payment policies. Implications for policy and practice were discussed, as well as recommendations for further study.
Copyright (c) 2025 Chastity Harper Simon, John R. Slate, Cynthia Martinez-Garcia https://creativecommons.org/licenses/by-nc/4.0
Innovative Teaching Strategies for Information Technology and Engineering Students
In our technologically globalized world, higher education teachers need to adjust themselves to modern teaching techniques to help students learn easily and be innovative. Integration of Information, Communication, and Technology (ICT) assists teachers in meeting the demand for technology-based teaching and learning tools. Innovative teaching tools are facilities that are currently replacing traditional teaching methods. In the fields of computer science and engineering, information and communication technology (ICT) innovative teaching approaches are regarded as one of the most crucial components for advanced teaching and learning. Teaching in Higher education is facilitated by a variety of software programs, apps, and information management systems. Innovative teaching encourages students’ engagement and cultivates the spirit of creativity. For engineering students to succeed in their fields of study, they need to have intrinsic motivation toward learning. Educators who are teaching computer science and engineering courses are required to be creative and use innovative teaching approaches to engage every student. The purpose of this paper is to share strategic knowledge with fellow lecturers in the field of computer sciences and engineering on how to effectively teach and engage students using various tools that are available on the internet and at our disposal. The focus of this paper was on innovative teaching strategies that students prefer to use in their studies. Findings from the study highlighted that most of the students preferred practical teaching methods and industry projects. Evidence was gathered from students enrolled under the Faculty of Engineering and Technology from Eswatini, Botswana, and Namibia campuses using a purposive sampling.
Copyright (c) 2025 Muhini L. Kahare, Emmanuel L. Howe https://creativecommons.org/licenses/by-nc/4.0
Contextualizing Genetics: A Meta-Analysis of Academic Achievement through Context-Based Teaching
This meta-analysis investigates the effectiveness of context-based teaching approaches on students’ academic achievement in genetics, a subject often perceived by learners as abstract and cognitively challenging. Traditional instruction in genetics tends to emphasize memorization over meaningful understanding, contributing to widespread disengagement and underperformance. In response, educational reform efforts have increasingly promoted context-based teaching, which situates learning within real-world scenarios to improve relevance, comprehension, and learner motivation. The objective of this study was to quantify the impact of context-based instruction on academic achievement in genetics by synthesizing data from 69 master’s and doctoral theses conducted between 2010 and 2022. These studies were selected based on stringent inclusion criteria: use of experimental or quasi-experimental designs, focus on genetics education, availability of relevant statistical data, and application of context-based instructional strategies. A total sample of 4,790 students was analyzed, 2,476 in experimental groups and 2,314 in control groups. Effect sizes were calculated using Comprehensive Meta-Analysis (CMA) software, applying both fixed-effect and random-effect models. The results demonstrated large and statistically significant positive effects of context-based instruction on student achievement in genetics (FEM d = 0.789; REM d = 1.064), with substantial heterogeneity observed across studies. These findings underscore the pedagogical value of integrating real-life contexts into genetics education. The study concludes that context-based instruction significantly enhances students’ understanding and performance in genetics. It highlights the need for teacher training, curriculum reform, and instructional design that aligns with constructivist principles. While limitations exist, such as the exclusive reliance on theses and language restrictions, the study provides a strong foundation for future research and evidence-based policy in science education.
Copyright (c) 2026 Charles Amoah Agyei, Maxwell Gyamfi https://creativecommons.org/licenses/by-nc/4.0
The Influence of Advanced Leadership Education on the Management of Pedagogical Transformation
While effective change management is contingent upon robust and strategic leadership, occupying a managerial position does not inherently confer the ability to lead change successfully. This study examined the effectiveness of school managers holding advanced leadership qualifications in implementing policies designed to facilitate pedagogical transformation. The study aimed to assess teachers’ policy knowledge and to determine the extent of institutional support provided for policy implementation. It is hypothesised that teachers working in schools led by managers with higher leadership credentials demonstrate greater policy knowledge and receive more professional support. Using a qualitative, descriptive, cross-sectional survey design, a semi-structured questionnaire comprising three sections - respondent demographics, policy knowledge, and support - was administered to 104 teachers from three purposively selected primary schools located on Mahé, the main island of Seychelles. Descriptive statistical techniques were applied to analyse categorical data, yielding item-response frequency percentages, while qualitative coding was used to identify emergent themes within textual data. The results indicated that while a significant number of teachers demonstrated policy knowledge deficiency, they nonetheless received adequate support, rendering the initial hypothesis only partially substantiated. Policy knowledge deficiency among teachers may result in strategic myopia, fragmented implementation of frameworks, and ultimately suboptimal outcomes. Conversely, adequate support can alleviate stress, encourage policy adoption, and contribute to improved educational attainment. This pioneering study conducted in Seychelles provides valuable insights into the impact of advanced leadership qualifications on pedagogical change management. It further presents evidence-based recommendations to address policy knowledge gaps among teachers, strengthen institutional support mechanisms, and guide future research, thereby deepening the understanding of challenges inherent in leading pedagogical transformation.
Copyright (c) 2025 Raymond Ndubisi Anyanwu, Sanage Anne-Marie Payet https://creativecommons.org/licenses/by-nc/4.0
Relationship Between Enthusiasm in Teaching and Teacher Turnover in Public Secondary Schools in Bushenyi Ishaka Municipality, Uganda
Teacher enthusiasm, defined as the integration of positive emotional experiences—such as enjoyment in teaching—with their outward expression through observable behaviors, is widely recognized as a vital attribute of effective and high-quality instruction. Although research on teacher enthusiasm has a long tradition within educational psychology, much of it has predominantly emphasized teachers’ external manifestations during instruction, including voice, tone, facial expressions, and body movements or gestures. The present study explores the relationship between enthusiasm in teaching and teacher turnover in public secondary schools in Bushenyi – Ishaka Municipality, Uganda. Specifically, it assesses the extent to which enthusiasm in teaching relates to teacher turnover in public secondary schools in Bushenyi-Ishaka Municipality. The research design was a cross-sectional design. A mixed-approach research approach, which blends quantitative and qualitative methods within a single study, was used. The population size was 4454, and the sample size used was 367 respondents selected randomly but proportionately depending on the number of teachers and students using Sloven’s formula. The instruments used for data collection were questionnaires and interview guides. The collected quantitative data were analyzed using Pearson correlation and multiple regression analysis with the aid of SPSS software version 27.0. Qualitative data were thematically analyzed. The reliability of 0.872 was established using the Cronbach formula. Frequencies, means, and percentages were also employed. The findings revealed a strong negative correlation between teaching enthusiasm (TE) and teacher turnover (TT), with a correlation coefficient of -0.789 (p < 0.05), indicating that higher teacher enthusiasm is associated with lower turnover rates. The multiple regression analysis showed that motivation contributes significantly to teacher turnover, explaining 64.5% of the variance (R² = 0.645). The model underscores the importance of teacher enthusiasm in reducing turnover rates. Therefore, teachers who demonstrate high enthusiasm for their work are more likely to stay in their positions, leading to a reduction in teacher turnover. Given the above findings, it is recommended that educational leaders prioritize the development of supportive teaching environments. By focusing on these areas, schools can improve teacher satisfaction and retention, ultimately leading to a more stable and effective educational setting for students.
Copyright (c) 2025 Tukahirwa Evas Bindeeba, Tukur Muhammad, Lucy Aja, Alex Behakanira Tumwesigye https://creativecommons.org/licenses/by-nc/4.0
Does Parental Academic Support Consistently Predict Pupils’ Academic Achievement? Unbundling the Impacts of the Dimensions of Parental Academic Support
The significance of parental academic support has been noted in educational research, highlighting its impact on several aspects of learning outcomes. Most researchers conceptualized parental academic support as multidimensional, given that it encompasses various strategies and activities parents adopt to support the learning of their children. Yet, few studies have unbundled the impacts of these dimensions on pupils’ academic achievement. We designed this study by employing a predictive correlational research design to determine how parental academic support predicts pupils’ academic achievement by unbundling how the various dimensions of this support impact their achievement using hierarchical multiple regression analysis. A simple random sampling method was employed to select 261 students (54% male and 46% female; mean age = 10.51 ± 1.41 years) from six intact classes across two primary schools affiliated with and administered by two tertiary institutions in Anambra State, Nigeria. We adopted the Perceived Parental Academic Support Scale developed by Chen (2005) to obtain pupils’ views regarding the academic support they receive from their parents. The scale was divided into five dimensions (interpersonal, cognitive, emotional, behavioural, and instrumental) and rated on a 4-point rating continuum from ‘strongly agree’ to ‘strongly disagree’. The average scores of the pupils for the 2023/2024 academic session were used to represent their academic achievement. Major findings indicated that pupils’ age and gender predicted their academic achievement. Also, the findings show that the cognitive dimension of parental academic support predicted the pupils’ academic achievement. We concluded from the findings of the study that pupils’ age, gender, and the cognitive dimension of parental academic support are critical to pupils’ academic achievement.
Copyright (c) 2026 Emmanuel Chibuike Nwune, Charles Amaechi Anidi, Nnaemeka Kenechi Oguezue, Kingsley Chinaza Nwosu https://creativecommons.org/licenses/by-nc/4.0
Integrating Universal Design for Learning Principles in Chemistry Education
Universal Design for Learning (UDL) is a transformative educational framework for creating inclusive and equitable learning environments. Studies have documented its effectiveness in school chemistry education, particularly in improving accessibility and engagement. This study supported the understanding and application of UDL through a practice-based professional development programme for secondary school chemistry teachers teaching grades IX to XII using open educational resources (OERs) on atomic structure and organic chemistry, specifically designed in alignment with the principles of UDL. Teachers were given six weeks per module to engage with the content and apply UDL principles in their classrooms to improve instructional practices. The study investigated teachers’ understanding and application of UDL principles using pre-test and post-test assessments, lesson plan evaluations, classroom observations, and interviews. Test results showed that the intervention improved teachers’ UDL competencies, with remarkable gains in content representation in both the modules and student engagement through multiple strategies in atomic structure. However, the improvement in engaging students through multiple strategies during organic chemistry lessons and the use of multiple assessment methods across both modules was smaller, indicating a need for additional support in these areas. Lesson plans and reflection reports showed high proficiency in content representation and student engagement in both modules, and creating multiple means of expression in organic chemistry, but moderate proficiency in creating diverse opportunities for expression in the atomic structure module. This study emphasises the effectiveness of integrating UDL-based OERs into professional development initiatives for secondary school chemistry teachers. Such integration not only strengthens teachers’ instructional practices but also contributes to building more inclusive classrooms that accommodate diverse learners’ needs. Accordingly, this study recommends supporting teachers’ professional development programmes using UDL-based OERs to enhance their instructional practices and inclusive and equitable learning environments in chemistry education and beyond.
Copyright (c) 2025 Reeta Rai, Kezang Choden, Lhapchu Lhapchu, Sonam Rinchen https://creativecommons.org/licenses/by-nc/4.0
Struggling for Coherence: Analyzing Essay Writing Difficulties Among Filipino Junior High School Students
Despite ongoing efforts to strengthen writing instruction in the Philippines, coherence, the logical organization and flow of ideas, remains a persistent yet underexamined difficulty, particularly in essays written in Filipino. Most existing studies emphasize surface-level issues such as grammar and vocabulary, often overlooking the deeper organizational challenges students face. This study addresses that gap by exploring coherence-related difficulties among 131 Grade 7 and 8 students in a public school in Eastern Visayas, using a quantitative-descriptive design. The researchers applied the Complex Dynamic Systems Theory to understand coherence as an emergent, nonlinear skill shaped by learner characteristics and instructional context. Results revealed a mean coherence score of M = 2.26 (SD = 0.45), indicating poor to fair performance, with “ideas are very difficult to follow” scoring the lowest (M = 1.73). Contrary to common developmental assumptions, older students exhibited more coherence challenges (r = .34), and male students significantly underperformed compared with females (r = –.85). Strong positive correlations were observed between coherence and both general academic average (r = .87) and Filipino subject grade (r = .65). These findings suggest that coherence is not only linguistically demanding but also developmentally fragile, requiring targeted, differentiated instruction. The study offers new insights into how coherence may be better supported in multilingual classrooms and calls for curricular reforms that treat coherence as a core writing outcome in Filipino, not a peripheral skill.
Copyright (c) 2025 Hazel C. Ada, Aaron A. Funa https://creativecommons.org/licenses/by-nc/4.0
Addressing Pronunciation Challenges Among Filipino Senior High School Learners: Strategies and Pedagogical Implications
This study investigates common pronunciation challenges faced by Filipino Senior High School learners in their English language acquisition. It explores factors contributing to these difficulties, such as L1 influence, dialectal variations, and the lack of phonetic awareness. Additionally, it examines pedagogical strategies to enhance pronunciation skills and improve learners’ intelligibility. A total of 60 students from different strands are selected to participate in pronunciation tests and surveys. Through a mixed-methods approach involving pronunciation tests, surveys, and teacher interviews, the study identifies key error patterns, including difficulties with consonant sounds (/f/ vs. /p/, /v/ vs. /b/), vowel shifts, and incorrect word stress placement. These challenges are attributed to linguistic interference, limited exposure to native pronunciation models, and ineffective pronunciation instruction in the classroom. Findings suggest that explicit phonetic instruction, communicative activities, and technology-assisted learning can significantly improve learners’ pronunciation proficiency. The use of audiovisual materials, phonetic transcription, and real-life conversation practice is found to be effective in addressing these challenges. Furthermore, teacher training in pronunciation instruction and the integration of pronunciation-focused activities in English curricula are recommended to enhance students’ speaking skills. By addressing these pronunciation barriers, students can develop greater confidence in spoken English, facilitating better academic and professional communication.
Copyright (c) 2025 El Chamberlain Abellana https://creativecommons.org/licenses/by-nc/4.0
Digital Divide Challenges and Their Impact on Teaching and Learning in Secondary Schools in Anambra State
The world is becoming a global village where conventional teaching and learning is changing to meet the 21st century innovation demands in terms of technological advancement in service delivery in education all over the world. This research explores the challenges associated with the digital divide and its effects on instructional practices in public secondary schools within Awka South Local Government Area, Anambra State. The study was structured around three guiding questions and a single hypothesis assessed at a 0.05 level of significance. Utilizing a descriptive survey design, the study sampled 122 teachers from a population of 488 across 19 secondary schools, selected through simple random sampling. Data collection employed a validated 15-item instrument, demonstrating a reliability index of 0.74 using Cronbach’s alpha. Results indicated a significant relationship between digital divide components, specifically accessibility, and their educational consequences and effective teaching and learning. Key statistical results include: r = 0.607 and r = 0.542 (p < 0.05). Additionally, the regression model (F (4,118) = 20.271; p < 0.05) highlighted that digital divide variables collectively accounted for notable variations in instructional outcomes. Both access challenges (β = 0.449) and impact-related issues (β = 0.251) significantly influenced outcomes. Based on these insights, the study recommends, among other that the government should provide secondary schools with adequate facilities and equipment necessary to ensure that the digital divide is relinquished. This will go a long way to see that no school is left behind in the utilization of digital tools. Additionally, suggestions for further studies were made.
Copyright (c) 2025 Ijeoma Okenwa-Fadele, Ahmed Ademola Oyeyemi, Emillia Chinenye Akutaekwe, Goodseed Chidera Felix, Balami Daniel Ibrahim https://creativecommons.org/licenses/by-nc/4.0
Needs Analysis about Female Students’ Interest and Anxiety for the Development of the Science Module
Science is still the best way for a country to advance technologically in the modern world, and women have been engaged in scientific endeavors for decades. Therefore, it has been widely acknowledged that enhancing science education and providing female children with job opportunities is essential for national growth. However, gender inequality against female students in science classes has been acknowledged in Nigeria. This issue is caused by parental views, religious beliefs, cultural influences, and female students’ lack of interest and anxiety in science classes, which has led to a decline in the number of girls enrolled in secondary schools in Nigeria. Therefore, this study investigated the problems in science curricula and textbooks as well as the reasons for female students’ lack of interest in and worry about learning science. A checklist of questions about interest in and worry about learning science was used to examine the scientific curricula and texts. Focus groups with particular SS II female students were also held utilizing the interview methodology. The results showed that problems with the Nigerian scientific textbooks and curriculum contribute to the uninteresting nature of science instruction. However, the focus group interview results show that female students face obstacles that make them less enthusiastic and nervous about studying science in secondary school. This led to the determination that a teaching module incorporating factors related to interest and anxiety in science learning was necessary.
Copyright (c) 2025 Tukur Muhammad, Lucy Aja, Shakiro Joyce https://creativecommons.org/licenses/by-nc/4.0
Socio-Demographic Patterns on Child Abuse among Secondary School Students in Uganda
Child abuse remains a critical global concern with millions of children experiencing physical abuse at home with most of them living with mothers who suffer emotional abuse, hence becoming a serious problem. This study sought to examine the socio-demographic patterns of child abuse among secondary school students in Uganda. The study underscored the relationship between socio-demographic characteristics and levels of abuse experienced. Using a convergent parallel research design that combined both quantitative and qualitative methods. Data were collected from 239 students and 11 school administrators through questionnaires and in-depth interviews. Quantitative data were analyzed using Adjusted Odds Ratios (AOR), Confidence Intervals (CI), and p-values, while qualitative data were analyzed thematically. The findings revealed significant socio-demographic disparities in abuse experiences and reporting patterns. Female students were more likely to report abuse (AOR = 1.4, CI: 1.0–2.1, p < 0.022), indicating gender-specific vulnerabilities, while male students tended to underreport incidents due to stigma and societal expectations. Additionally, students from certain schools reported higher rates of physical and sexual abuse (AOR = 2.1, CI: 1.2–3.8, p < 0.022), highlighting the influence of institutional factors and the urgent need for improved oversight and accountability. Qualitative findings confirmed that physical harm, sexual harassment, and emotional abuse were the most common forms of abuse. Based on these findings, the study recommends strengthening gender-sensitive interventions, auditing and reforming school policies, tailoring child protection strategies to different socio-demographic groups, simplifying reporting mechanisms to be more child-friendly, and implementing comprehensive awareness campaigns. Therefore, there should be stronger national child protection policies within the education sector are crucial for ensuring the safety and well-being of children in Uganda.
Copyright (c) 2025 Ninsiima Patience, Bashaija Athanansio, Justine Momanyi Omare https://creativecommons.org/licenses/by-nc/4.0
A Survey on Artificial Intelligence Role in Transforming English Language Teaching
Artificial Intelligence (AI) has emerged as a powerful educational tool, offering innovative solutions to enhance learning outcomes across various disciplines. No reasonable explanation can convince today’s generation to ignore artificial intelligence in their educational and social practices. In the realm of English language education, AI technologies are revolutionizing traditional teaching methods, providing personalized learning experiences while preparing learners for the demands of the globalized world. This study explored the role of artificial intelligence in transforming English language teaching in the context of Eswatini. The main objective was to establish teachers’ views on the role of AI in language teaching. The study adopted a concurrent mixed-methods design, consisting of twelve (12) consenting participants. An open-ended questionnaire was used to collect data, which was later coded to allow inductive categories to emerge. Content analysis was used as a data analysis method. Furthermore, the qualitatively analyzed data were transformed into numerical values and were subjected to SPSS for descriptive statistics, mainly frequencies. The findings revealed that participants view AI as a helpful educational tool that could be used for English language teaching. The findings also revealed polarized views regarding whether or not AI is helpful. Some participants think AI is not helpful, and they will not use it for teaching. Others lament the fact that they are unfamiliar with AI and cannot use it in teaching. Based on the main findings, the study concludes by noting the value of using AI in English language teaching. There is a need for the adoption of AI to support English language teaching, especially in developing countries. These findings have implications for teaching and the development of an AI policy framework focusing on improving language teaching.
Copyright (c) 2025 Patrick Mthethwa, Sithembile Hlatshwayo, Nkosinathi Sibandze https://creativecommons.org/licenses/by-nc/4.0
Communication and Organisational Effectiveness in Selected Public Universities in Uganda
Organisational effectiveness is critical for universities as it enhances stakeholder satisfaction, improves employee relations, streamlines business processes, promotes learning and development, and contributes to overall institutional success. However, achieving organisational effectiveness has remained a significant challenge for public universities in Uganda. This study examined the influence of communication on organisational effectiveness, focusing on how communication structure, flow, climate, and message characteristics influenced organisational effectiveness. The study adopted the quantitative approach; hence, a correlational research design was employed in this study. The study focused on a sample of 231 university managers, which included a diverse group of both academic and administrative leaders from four public universities in Uganda. The carefully selected study participants represented the various levels of management within the institutions, ensuring a comprehensive perspective on the role of communication in organisational effectiveness. The data were gathered using self-administered questionnaires capturing detailed information on various aspects of communication, including structure, flow, climate, and message characteristics, and organisational effectiveness in terms of productivity, adaptability, and flexibility. The findings from the descriptive analysis revealed that while organisational effectiveness was moderate, communication levels were high. The PLS-SEM results showed that communication structure, flow, and climate had a significant positive effect on organisational effectiveness. The study concluded that a well-defined communication structure is essential for effective organisational effectiveness, effective communication flow involving smooth information exchange is crucial for organisational effectiveness, and an organisational climate that fosters effective information exchange is essential for organizational effectiveness. Therefore, university managers should focus on creating a clear communication structure, ensuring the smooth flow of information, and cultivating a conducive communication climate to promote organisational effectiveness. The implication of this study is that it underscores the importance of a well-defined communication structure, effective communication flow, and positive communication climate as essential components that can significantly enhance organisational effectiveness in universities.
Copyright (c) 2025 Wilberforce Turyahikayo, Wilson Mugizi https://creativecommons.org/licenses/by-nc/4.0
Exploring Professional Ethics in a Competence-Based Curriculum Implementation at a Teacher’s College in Rwanda
Professional ethics are crucial for implementing quality education within any society, as they play a vital role in deploying educational programmes in learning institutions. With this in mind, the researchers identified challenges related to professional ethics faced by staff at a Teacher Training College in Rwanda while implementing a Competence-Based Curriculum (CBC). These observations prompted the researchers to investigate the impact of professional ethics within the implementation framework, alongside various other potential factors. A qualitative approach and a single case study design were employed. Participants were purposively selected from the chosen Teacher Training College(TTC) in the Eastern Province for semi-structured interviews with six tutors. Ten student teachers were also purposively sampled for a focus group interview. Observations of tutors’ daily routines were conducted, and document analysis was utilised. The data generated were analysed thematically. The study was guided by Rogan and Grayson’s (2003) theory of Curriculum Implementation (CI) and Rest’s (1983) four-component model (FCM) of morality. The findings revealed that tutors’ professional conduct influenced their commitment to duty, preparation, methodology, and punctuality. Furthermore, the study established that tutors were not adequately equipped with professional ethics to interpret and implement the CBC in line with 21st-century trends. Additional findings indicated that tutors rarely related their teaching actions to ethical principles. Last but not least, student teachers had expectations of modelling best practices from their tutors. Fulfilled expectations would see effective CBC implementation. The study concluded that a lack of professional ethics in tutors affects effective CBC implementation in the TTC. Some recommendations include ongoing professional development to enhance the tutors’ cognitive and dialogical competencies necessary for reflecting on their actions, and equipping them with ethical reasoning and professional responsibility. Finally, the Government of Rwanda is urged to revisit the Tutors’ training curriculum to enhance professional undertakings.
Copyright (c) 2025 Joseph Dzavo, Onias Musaniwa, James Maizere, Christopher Mutseekwa, Emmanuel Nduwayo https://creativecommons.org/licenses/by-nc/4.0
The Influence of Science Laboratory Management on Increasing Manager Performance at SMA IT Yarsi Mataram
The aims of this research include exploring the influence of laboratory management on the performance of managers (laboratories) at SMA IT Yarsi Mataram. This research uses a quantitative approach with a correlational type of research. The research method uses statistical research methods with an analytical design. The data collection technique uses observation, which consists of 1 independent variable, namely laboratory management, and 2 dependent variables, namely manager performance and science process skills. There are 2 instruments used, namely a questionnaire instrument for manager performance variables, and an assessment sheet for science process skills. The total population is 78 people, and the sample is 30 people. The research results show that, among other things, there is no influence of laboratory management on manager performance; this can be seen from the significance value obtained from the ANOVA test, namely 0.221, which is greater than the 5% significance level, namely 0.05. This means that the differences or variations in laboratory management are not strong enough to influence changes in manager performance. This could be caused by other factors outside of laboratory management that are more dominant in influencing performance, such as leadership style, organizational culture, work motivation, or the performance appraisal system used. The implication of this study is the importance of the laboratory as a place to develop students’ science skills practically. So, to provide maximum implementation, laboratory management is needed with laboratory assistants who have good performance, so that the final results in science learning can achieve the intended goals.
Copyright (c) 2025 Hendy Aldian, Dwi Wahyudiati, Bahtiar Bahtiar, Salman Alfarisi https://creativecommons.org/licenses/by-nc/4.0
Hammond’s Cube Evaluation Model Adapted to Current Conditions: Is It Appropriate?
In the original model of “Hammond’s Evaluation Cube (1967)”, educational evaluation focused on three main dimensions: (a) Behavior, consisting of Cognitive, Affective, and Psychomotor aspects, (b) Instruction, consisting of Organization, Content, Method, Facilities, and Cost, (c) Institution, consisting of Student, Teacher, Administrator, Education Specialist, Family, and Community, with a 3×5×6 evaluation structure, resulting in a total of 90 evaluation cells. However, with the dynamic changes in education in the era of technology, the 21st-century global demands, and developments related to the Industrial Revolution 4.0 and Society 5.0, the author proposes further development of this model to make it more relevant in the modern educational context. The method used is a critical analysis and literature review of Hammond’s Evaluation Cube (1967), with an emphasis on the relevance of the model to current educational developments. The findings produced are that the author offers an updated model with three main dimensions: (a) Behavior, consisting of Cognitive, Affective, and Psychomotor aspects, (b) Instruction, consisting of Organization, Content, Method, Facilities, and Cost, (c) Institution, consisting of Student, Teacher, Administrator, Education Specialist, Family, Community, AI and Data Specialist, Technology/IT Support, and Policies/Regulations, with a 3×5×9 evaluation structure, resulting in a total of 135 evaluation cells. The implication of this study is that the “Hammond Evaluation Cube Adapted to Current Conditions (2025)” can be a richer and more relevant evaluation model for modern education. This model can help educational institutions identify needs, strengths, and challenges in technology integration and in preparing students for an evolving future.
Copyright (c) 2025 Ryan Angga Pratama https://creativecommons.org/licenses/by-nc/4.0