60 Articles
Marius Simons
The Grade 12 NSC Mathematics examination plays a decisive role in South African schooling, shaping who moves into further study and who does not. Much has been written about marks and performance trends, yet we know far less about how examinees actually produce their written mathematics under pressure. This article shifts the focus to the work itself and the small steps examinees take to hold difficult procedures together during the examination. This article moves beyond the binary of right and wrong by investigating the textures of mathematical work that emerge as examinees engage with the NSC examination. Drawing on an integrated ethnomethodological and Pickeringian analytic framework, the study analyses the lived work in the Grade 12 examination scripts as socio-material records of mathematical practice. Three aligned documentary datasets are examined to trace how examinees encounter resistance from mathematical structures and how accommodation is locally improvised through procedural reflexivity, reversal, targeting, and performative closure. A central finding across all three domains is the dominance of performative closure through the non-firing of resistance, where institutional demands for completion override epistemic resolution. The analysis reveals that examinees’ mathematical work unfolds not as a linear conceptual progression but as a fragile negotiation of resistance, accommodation and institutional stabilisation under severe time and accountability pressures. The article advances a sociological account of high-stakes school mathematics, showing how examination conditions actively reorganise what it becomes possible to display, value and recognise as mathematical knowledge. The findings carry important implications for mathematics teaching, assessment practice and teacher education in South Africa.
Harwati Hashim, Muhammad Syahmi Zakwan Mohamad Sahidan, Nuranis Hanani Jasmi
The rapid uptake of Artificial intelligence (AI) in language education has outpaced systematic reflection on its pedagogical, ethical, and human implications. This paper examines the transformative potential of AI-generated tools in English language education, aiming to clarify their pedagogical roles and to identify ways these technologies can be strategically leveraged to enhance teaching effectiveness and learning outcomes. Rather than reporting empirical findings, this conceptual paper synthesises contemporary literature to develop an integrated conceptual perspective on AI-enabled instruction, assessment, and learner support. It critically explores current trends and practices, including personalised learning systems, natural language processing-based tools, interactive chatbots, and automated assessment and feedback mechanisms. In advancing potential applications of AI, it delves into hyper-personalised learning platforms and immersive multimodal simulation and predictive co-teaching aids, while also addressing persistent challenges related to overreliance, privacy risks, and ethical concerns. The discussion foregrounds the necessity of comprehensive AI literacy training for educators, the establishment of robust and adaptive policy frameworks, and the development of ethically grounded guidelines that are sensitive to cultural and contextual diversity. Emphasis is also placed on interdisciplinary collaboration between academic institutions and AI developers, as well as teacher-student readiness and ethical integration within classroom environments. Central to the paper’s argument is a balanced model of human-AI collaboration, in which AI tools are viewed as cognitive and pedagogical partners that augment, rather than replace professional judgement and relational dimensions of teaching. Framed through the concepts of collaborative intelligence and a paradox mindset, the paper argues that tensions between automation and human expertise can be productively harnessed to support meaningful learning. Finally, the paper underscores the need for future research to move beyond conceptual promise by prioritising rigorous empirical inquiry that evaluates the effectiveness, trustworthiness, and ethical implications of AI-generated tools across diverse educational contexts.
Marissa G. Dela Cruz, Roda Liza A. Hisoler
This study examines the factors influencing junior high school choice among Grade 6 learners of H.N. Cahilsot Central Elementary School using a demand-side perspective grounded in Demand Theory and Consumer Choice Theory. Data from 150 respondents were analyzed to investigate the effects of school-related factors (academic reputation, teacher quality, safety, and facilities), family-related factors (financial capacity, parental guidance, and transportation), and personal factors (peer influence, learner interests, and school preferences) on students’ decision-making. Results indicate that school-related factors are the most influential, with learners prioritizing academic performance, reputation, and safe learning environments. Family-related factors, particularly affordability and ease of travel, also significantly affect school choice, reflecting household constraints. Personal factors exert a moderate influence, demonstrating learners’ emerging autonomy in selecting schools aligned with their interests. Overall, the findings suggest that Grade 6 learners act as rational decision-makers who balance perceived educational benefits with financial and personal considerations. The study highlights the importance of schools to enhance academic programs, improve facilities, and maintain safe environments to attract prospective students effectively.
Arulnesan Priscilah Nivetha, Vithusia Prashanth
This research investigates the use of buzz group discussions among university students in a classroom-based pedagogical study to boost their involvement and participation in lectures, while simultaneously improving their soft skills as independent learners. Conventional lectures tend to reduce students to passive listening, where they are forced to take notes while content is presented to them. This inactivity not only diminishes their involvement but also restricts the development of essential skills such as communication, collaboration, problem-solving, and critical thinking. Buzz group discussions provide an engaging option. In buzz group discussions, students form pairs or small groups to talk about a question or topic and must present their findings with justifications. These groups enable students to challenge their understanding, inquire, and feel inspired about the course content. The buzz group technique is thus more effective in teaching than conventional methods, as it actively involves students in discussion and fosters healthy group interaction, ultimately sharpening their communicative abilities. It's particularly effective in larger classes, encourages participation from shy students, and allows for more varied input and responses within a scheduled time frame. This study investigates how buzz group discussions facilitate active learning and the development of soft skills among university students. The results indicate a favorable view of this innovative group discussion approach. Engaging in discussions within small groups is very advantageous. Students realize the improvement in their soft skills, such as communication and teamwork. Group discussion provides them with the opportunity to learn materials actively, creatively, and collaboratively with their peers, developing confidence in expressing their thoughts. This modification of the teaching method makes their learning more dynamic and interactive, which results in better development of their skills.
Bernarda R. Villarojo, Michelle S. Olaivar, Samuel J. Gulayan
The study examined relationships between leadership skills, resilience, challenges, coping strategies, and lived experiences of public-administrators in Bohol Division. Anchored on Resilience Theory, Transformational leadership Theory, and Digital Learning Theory, the study employed a convergent parallel mixed-method design. Quantitative data were gathered from 150 administrators across three congressional districts during the School Year 2024-2025 using validated instruments, including the CORE Resilience Framework and leadership and digital leadership scales. Qualitative data were collected through in-depth interviews with 15 administrators and analyzed using Clarke and Braun’s thematic analysis. Descriptive statistics, Chi-square test, and Spearman rho correlation were used for quantitative analysis. Findings revealed that administrators demonstrated high levels of resilience and leadership skills and competent to effective digital leadership skills. A significant positive relationship was found between leadership and resilience. However, no significant relationship emerged between resilience and digital leadership skills, nor between traditional leadership skills and digital leadership competencies. Training participation and educational attainment showed significant associations with digital leadership skills.
Dr. D.V.S. Ganapathi Raju
With the expansion of internet access, smartphone and digital device penetration, platform-oriented learning systems, and the increasing integration of AI, EdTech has emerged as one of the key components of the Indian digital economy. Rapidly advancing AI is enabling the education ecosystem to transform through personalized and learner-centred approaches., predictive analytics and automated assessment and evaluation , content consumption and patterns, the time learners spend on platforms, their interest areas, and recommendation systems. The expansion of these technologies enables broader access across regions and various demographics and become an enabler of the large informal learning stream in India that supports the India’s digital initiatives. However, while witnessing these advancements and rapid growth there is a concern on psychological implications associated with AI-mediated learning as these algorithms increasingly make the learners dependent which is key aspect of excessive cognitive load. This study analyzes the future scope and scale of EdTech in India and examines the psychological and mental health implications of AI-driven learning systems.
Dr Mark Patience Ukwuori
Digital transformation has emerged as a fundamental concern for educational institutions worldwide as technological breakthroughs continue to reshape teaching, learning, and administrative processes. The integration of digital technologies into educational systems requires not only technological infrastructure but also strategic leadership capable of guiding institutional transformation. This study examines leadership approaches that facilitate sustainable digital transformation in educational institutions. The paper explores how leadership approaches such as transformational leadership, distributed leadership, and digital leadership influence technology integration and institutional resilience. Drawing on contemporary scholarship in Educational Leadership and digital innovation, the study conducts a conceptual review of literature published between 2020 and 2025. The analysis identifies several leadership strategies that support enduring technology integration, including the development of strategic vision, digital competency building, collaborative governance, and evidence-based decision-making. Findings indicate that educational leaders who cultivate supportive institutional cultures, promote professional learning communities, and align technological initiatives with pedagogical goals are more likely to achieve sustainable digital transformation outcomes (Bond et al., 2021; Fullan et al., 2023). The study concludes that effective leadership remains the most significant factor in ensuring that digital transformation leads to long-term educational improvement rather than short-term technological adoption. Implications for policy development, leadership training, and future research are discussed.
Mweemba Hikaamuna
Mobile learning (m-learning) has emerged as a transformative approach to addressing educational access challenges in developing countries. This study examines the effectiveness of different categories of mobile learning platforms in improving access to education in developing countries. Using a mixed-methods approach, data were collected from 210 students and lecturers. Platforms were classified into social-media-based tools (e.g., WhatsApp, Telegram) and Learning Management Systems (e.g., Moodle Mobile). Quantitative analysis revealed a strong positive relationship between mobile learning usage and academic performance (r = 0.620, p < 0.05). Multiple regression analysis indicated that mobile learning usage and digital literacy significantly predict academic performance, explaining 42.7% of variance. Correlation analysis further showed a significant relationship between digital literacy and academic performance (r = 0.58, p < 0.05). Findings indicate that LMS platforms yield higher engagement compared to social media tools. However, challenges such as high data costs, poor connectivity, and digital literacy gaps persist. The study concludes that mobile learning significantly enhances educational access, but platform type and user capability critically influence outcomes.
Carl Jared B. Libay, Elleser B. Oposa, Jade Andrew G. Unabia, Janel S. Noguerra, Marian M. Blase, Oscar S. Recto, Jr, Zhillian Salvaloza
This study examined the benefits of the Pantawid Pamilyang Pilipino Program (4Ps) for student-beneficiaries of Dapa National High School, focusing on how the program supported their education and health. A quantitative-descriptive research design was used, and data were gathered from 359 Grades 7–12 student-beneficiaries through a validated survey questionnaire. Results showed that students viewed the program as moderately effective (M = 3.13, SD = 0.67), in helping them attend school, participate in class, and lessen financial problems related to education. They also agreed that the health component of 4Ps was helpful (M = 3.17, SD = 0.67), especially in encouraging regular check-ups, providing health information, and improving nutrition. Findings revealed that age had a significant effect on educational outcomes (F = 3.43, p = 0.001), while sex showed a significant effect on health outcomes (F = 7.54, p = 0.01). Grade level and number of siblings did not show notable differences (p > 0.05). The relationship between perceived health benefits and educational benefits was positive but not significant (r = 0.091, p = 0.150), meaning improvements in one area did not automatically improve the other. This means that 4Ps supports student-beneficiaries in meaningful ways, but the program’s impact can be strengthened by connecting its health and education components more clearly. Thus, it is imperative to conduct an IEC (Information, Education, and Communication) campaign to help students better understand the program, improve their study habits, and practice healthier routines.
Manimekalai.N, Sivakumar.S
Community participation has re-emerged as a key strategy for addressing learning deficits and educational inequities, particularly in rural and marginalised contexts. However, policy and research often treat community engagement as a neutral or technical input, with limited attention to its gendered dimensions. This paper examines a community-led educational intervention implemented in rural Tamil Nadu through a qualitative case study informed by feminist policy analysis. Drawing on programme documentation, gender-disaggregated participation records, and case narratives, the study analyses how learning spaces were relocated from schools to homes and community sites, and how women—especially mothers—emerged as central pedagogic actors. The findings show that learning improvements were closely linked to gendered processes of care, proximity, and emotional support, with particularly positive effects for girls facing constraints related to domestic labour, restricted mobility, and digital exclusion. At the same time, the intervention exposes tensions arising from the reliance on women’s unpaid educational labour. The paper argues that community participation can contribute to gender-just learning outcomes only when supported by policy frameworks that recognise, resource, and integrate community pedagogic labour within the public education system, rather than assuming it as voluntary care work.
Bima Yatna Anugerah Ramadhani, Heri Cahyo Bagus Setiawan, Trias Madanika Kusumaningrum, Yuyun Isbanah
This study evaluates the effectiveness of an entrepreneurship training program conducted at Thai Global Business Administration Technological College (TGBC) aimed at enhancing students’ entrepreneurial mindset. The training utilized the Business Model Canvas (BMC) as a central tool to help students design sustainable business models. Through a combination of theoretical content, practical activities, and interactive discussions, the program sought to foster creativity, innovation, and business skills among participants. A survey conducted before and after the training showed that 96% of participants felt more confident in using the BMC, and 93% reported an improved understanding of sustainable business management. The majority of students (93%) appreciated the opportunities for interaction and collaboration, which were integral to their learning experience. However, while facilitators demonstrated strong subject mastery, 82% of students indicated that the sessions could have been more interactive. The study’s findings suggest that the program successfully enhanced students' entrepreneurial skills and mindset but also highlighted areas for improvement, such as increasing the interactivity of the sessions. The study’s limitations include its focus on a single institution and small sample size, and future research should explore the long-term impact of entrepreneurship training on students’ business ventures and academic outcomes. This study contributes to the growing body of research on entrepreneurship education by demonstrating the value of using tools like the BMC to cultivate entrepreneurial thinking and practical business skills in higher education.
Essa Indira, Misriandi
The limited availability of innovative learning media in elementary schools often results in low student engagement and suboptimal learning outcomes, particularly in abstract science-related subjects. This study aims to develop and evaluate the effectiveness of Pixton-based digital comic media on plant structure and photosynthesis in Grade 4 Integrated Science and Social Studies (IPAS) learning. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study was conducted at SDI Al-Amanah, South Tangerang, involving 30 fourth-grade students as research participants. Data were collected through expert validation sheets, student response questionnaires, and pretest–posttest instruments. The data analysis utilized descriptive statistics and inferential analysis using a paired sample t-test with SPSS. The results showed that the developed digital comic media achieved high feasibility levels, with validation scores of 96% from media experts, 88% from language experts, and 86% from material experts. Effectiveness testing revealed a significant improvement in students’ learning outcomes, indicated by a Sig. (2-tailed) value of 0.000 < 0.05 and an N-Gain score of 0.61 in the moderate category. These findings indicate that Pixton-based digital comic media are effective in improving learning outcomes and can be utilized as an alternative instructional medium in elementary science learning.
Erwin Allan S. Esquinas, Junamae Molde-Bagares, Robmarychris Agnes V. Candano, Ruvel J. Cuasito
This quantitative study investigated educators’ perceptions of technological (TK), pedagogical (PK), and content knowledge (CK), and their integrated Technological Pedagogical Content Knowledge (TPACK), among DepEd, TESDA, and HEI respondents in Philippine TVET and higher education institutions in Region 10. Using validated 5-item Likert scales with acceptable to excellent internal consistency via Cronbach’s alpha, the study first examined differences in TK, CK, PK, and TPACK levels across institutional groups via nonparametric group-difference tests, and then explored the relationships among these domains using Spearman’s rank-order correlations. Findings showed that participants across DepEd, TESDA, and HEIs reported consistently high to very high levels of TK, CK, PK, and holistic TPACK, indicating that educators strongly value and actively practice the integration of technology, pedagogy, and content knowledge in teaching and learning. Where group differences emerged, TESDA and HEI respondents tended to report slightly higher self-ratings on selected TK, PK, and TPACK items, although the overall pattern pointed to more similarity than contrast in perceived competencies across sectors. Correlation analyses further revealed significant small-to-moderate positive associations between specific TK and PK indicators and key TPACK outcomes, suggesting that educators who are more technologically adept, pedagogically versatile, and reflective are also more likely to value TPACK and engage in TPACK-based innovative practices. The combined use of group-difference tests and correlational analysis provided a coherent and complementary picture: educators in Region 10 TVET and HEIs are generally TPACK-ready, and nuanced variations in TK, CK, and PK are meaningfully linked to how strongly they enact innovation-oriented TPACK in their institutions.
Alexander Uzochukwu Ogbunugwor, Anthony Chijioke Ude, Bala J. Ogu, Ezeyili Pamela Ngozi, Iwundu Sochima Peace, Johnson Nnadi Ewelum, Okechukwu Uzoamaka Deborah, Onwurah Chrysantus Chinyere, Patience C. Ibe, Polycarp Chibueze Nworie
Security remains a critical factor in governance and socio-economic development, with insecurity posing significant challenges to progress in Nigeria. Anambra State, often referred to as the "Light of the Nation," has faced rising cases of criminal activities, including kidnapping, armed robbery, cultism, and communal clashes, which have disrupted the state's socio-economic stability and public safety. In response, the Anambra State Government has introduced various security policies and initiatives, such as community policing, collaboration with local vigilante groups, investments in technology-driven security solutions, and partnerships with federal security agencies. This study examines the effectiveness of these security policies in addressing the root causes of insecurity, such as unemployment, poverty, and the proliferation of arms. It also explores the overview of security challenges in Anambra State, types of insecurity experience in Anambra state, the Impact of Insecurity on Anambra State Economy, Anambra State Government Security Policies, Strategies for combating insecurity in Anambra state and Factors Affecting Policy Effectiveness. The study concluded that security remains a critical component of governance and socio-economic development, particularly in Anambra State, where the rising tide of insecurity poses significant challenges to public safety, stability, and growth.
BMP. Gunarathna., Dr. Sujathaa Krishnamoorthy, Z. Amalraj
The concept of Artificial Intelligence (AI) in smart community development has attracted much attention, and its implementation can be utilized both to create intelligent communities and enhance urban governance. The long-term social effects of AI remain unexamined by society. The research needs additional studies to examine current AI advancements together with their community-based obstacles and new usage areas. The process of community development starts with data collection and analysis to determine local needs which leads to effective decision-making and privacy protection. The future intelligent communities will achieve sustainable development through AI technology implementation which enables efficient service delivery and enhanced decision-making and operational streamlining for modern city governance systems. The success of these outcomes relies on correct AI deployment which brings benefits to all parties involved while managing potential risks. The research is necessary as it will show how artificial intelligence alters the social structures and economic systems and affects the human life standards. The findings of such studies can assist the policymakers and researchers to design AI-based solutions that can enhance sustainable development and increase the quality of life of every member of the community.
Blessing Temitope DICKSON-OMOGOYE, Oluwabunmi Veronica, KEHINDE-DADA
Assessment remains central to the integrity and effectiveness of tertiary education, serving as a vital tool for measuring student learning outcomes and ensuring accountability. However, hidden errors in assessment practices—including flaws in design, administration, marking, and interpretation—undermine fairness, validity, and trust in higher education. Enhancing error-visibility, the ability to detect and understand such errors, is essential for sustainable educational reform. This paper explores how the potential of unobtrusive observation as a robust monitoring and evaluation (M&E) mechanism, in increasing the visibility of such errors, can promote sustainable educational reform. Through immersion in the lived realities of assessment processes, unobtrusive observers provide nuanced insights into human, systemic, and contextual factors often missed by other data gathering methods. The paper discusses theoretical underpinnings, methodological considerations, benefits, and ethical challenges, emphasizing the role of unobtrusive observation in promoting reflective practice, accountability, and continuous improvement in tertiary assessment systems. Drawing on systems theory and total quality management principles, the study emphasizes the role of error-detection, assessment audits, and stakeholder feedback in improving assessment quality. Recommendations are provided for integrating error-visibility into institutional and national education quality assurance frameworks.
Dr Ndongwe Evershine
Teacher Professional Development (TPD) is widely recognised as a critical lever for improving instructional quality and pupil learning outcomes, particularly in low-resource and rural education contexts. This study examined the influence of TPD programmes on pupil learning outcomes in rural secondary schools in Chivi District, Zimbabwe. A concurrent mixed-methods research design was employed, integrating quantitative data from standardised pupil achievement tests with qualitative data obtained through teacher questionnaires, classroom observations, semi-structured interviews, and focus group discussions. The study involved a sample of 40 rural secondary schools, 100 teachers, and 300 pupils. Quantitative findings revealed a statistically significant positive relationship between sustained teacher participation in TPD activities and improved pupil academic performance. Qualitative evidence further indicated that TPD enhanced teachers’ pedagogical competence, professional confidence, and learner engagement. However, the effectiveness of TPD initiatives was constrained by limited resources, heavy workloads, and inadequate follow-up support. The study concludes that well-structured, context-sensitive, and sustained TPD programmes can significantly enhance pupil learning outcomes in rural secondary schools.
Agnes M. Gachau
This study evaluated ICT staff technical readiness for online learning transformation in public universities in Kenya. Despite increased adoption of digital learning, many institutions continue to experience challenges related to inadequate technical skills among ICT personnel, limiting the effective implementation and sustainability of online learning systems. The study aimed to determine the technical competencies possessed by ICT staff and examine how these skills influence online learning delivery. It focused on selected public universities and specifically assessed competencies in LMS management, software installation, digital applications, and system maintenance. The study was anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT2) as the primary theoretical lens and supported by the Technology–Organization–Environment (TOE) framework. A descriptive quantitative research design was employed. The target population comprised students, registrars, and ICT staff, from which 537 respondents were sampled using stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using SPSS through descriptive and inferential statistics. Findings revealed that ICT staff possess essential technical skills but demonstrated uncertainty in advanced competencies such as LMS development. The study concludes that ICT staff readiness significantly affects online learning transformation. It recommends enhanced training programs, investment in ICT infrastructure, and strengthened institutional support systems to improve digital learning outcomes in Kenyan public universities
A.C.G. Laguisma, A.L. Trajano, J.R.B. Soriano, K.C.C. Angeles, M.L.V. Agbayani, M.R.G. Ono
This research aims to develop a web-based platform that integrates artificial intelligence to make Japanese language learning more accessible and interactive. Designed for travelers, overseas workers, and self-learners, Japanese Learning Management system with Artificial Intelligence Powered Tutor utilizing Llama-3.1-8B provides JLPT N5–N4 lessons with an AI tutor that offers pronunciation feedback and captions displaying Japanese scripts with romaji (the Romanized representation of Japanese words) and English translations. The system was developed using Flask, Alpine.js, Tailwind CSS, and MySQL, while the AI feature was trained with Hugging Face Transformers and PyTorch for voice recognition. To achieve these objectives, the system was developed using the Agile methodology following the Scrum framework, ensuring iterative design, testing, and integration of features. Evaluation results from 219 students, three IT professionals, and one Japanese language instructor showed high satisfaction, with overall ratings of 3.85, 4.61, and 5.00 respectively. These results confirm that the system effectively enhances pronunciation, comprehension, and learner engagement through AI integration. Future improvements include expanding datasets, training the AI on stronger hardware, refining usability, and adding higher JLPT levels and other languages to make the platform more versatile and scalable. This study presents the development and evaluation of a Japanese Language Learning Management System (LMS) integrated with an AI-powered tutor utilizing LLaMA 3.1 8B, designed to support learners preparing for JLPT N5–N4 levels. The system combines structured lessons with interactive features, including real-time pronunciation feedback, voice recognition, and captioned scripts displaying Japanese characters with romaji and English translations. Built using Flask, Alpine.js, Tailwind CSS, and MySQL, the AI component was fine-tuned with Hugging Face Transformers and PyTorch for speech processing. A quantitative descriptive design guided the evaluation, involving 219 students, three IT professionals, and one certified Japanese language instructor. Assessment instruments were based on ISO/IEC 25010 software quality standards and language learning objectives. Results indicate high user satisfaction: end users rated the system 3.85 (Agree), IT professionals scored 4.61 (Agree), and the instructor gave a perfect 5.00 (Strongly Agree). Findings confirm that the platform effectively enhances pronunciation, comprehension, and learner engagement while meeting international software quality benchmarks. Future improvements include expanding datasets, optimizing AI performance, and adding higher JLPT levels and multilingual support to ensure scalability and broader applicability.
Deanne W. Otto, Jarrett Ryan Moses
Social studies educators in the United States are increasingly tasked with preparing students to navigate environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), intensified by sociopolitical polarization and systemic inequities. These conditions challenge compliance-driven reform and technical instructional solutions that fail to account for cultural context, political contestation, and institutional constraint. This mixed-methods study examines how high school social studies teachers understand and apply Evidence-Based Practices (EBPs), how these practices align with Culturally Relevant Pedagogy (CRP), and how educators perceive their effectiveness in developing the 6Cs—Critical Thinking, Communication, Collaboration, Creativity, Connectivity, and Culture.
Agnimoan Constant Alihonou, Alain C. N. Adomou, Jules Anicet S. Yamonche, Léandre Mathias Vissoh
This study investigates the feasibility of electrical energy generation using a low-cost aluminum–carbon electrochemical cell operating in a saline electrolyte. The experimental setup consisted of aluminum foil as an anode, a carbon rod as a cathode, and a NaCl aqueous solution. Electrical performance was monitored over a three-week period through voltage and current measurements. The system produced an initial open-circuit voltage of up to 20 V and was capable of powering a low-power load. However, the output current remained limited (0.015–0.033 A), significantly restricting practical applications. Strong voltage fluctuations were observed, particularly during morning measurements, with a minimum voltage of 5.8 V, attributed to electrode degradation and electrolyte depletion. Despite these limitations, the system demonstrates potential for educational purposes and low-power backup applications. The integration of a battery storage system improved supply continuity. The study highlights both the feasibility and intrinsic limitations of rudimentary aluminum-based electrochemical energy systems.
Kiprop Kibet
The mathematical learning experience for international students becomes complex because they must navigate between language differences and education systems together with the cultural traditions of their home countries. The presence of these barriers strongly impacts both their academic performance and overall university experience in U.S. institutions. This study examines four essential aspects that affect international students' achievement in mathematics at Idaho University: language barriers merged with cultural adaptation, educational background history and institutional support programs. The research results reveal the necessity of improved English language education in addition to multicultural acceptance programs and specialized academic assistance programs which serve as fundamental approaches for student academic success. The study gives universities detailed recommendations about how to establish inclusive learning arrangements that serve STEM discipline students.
Alexander Uzochukwu Ogbunugwor, Bala J. Ogu bala, Iwundu Sochima Peace, Nwanebo Juliet Onyekachi, Okechukwu Uzoamaka Deborah, Onwurah Chrysantus Chinyere, Patience Chinenye Ibe, Polycarp Chibueze Nworie, Ude Anthony Chijioke
This study determined factors militating against entrepreneurial engagement of rural women in Orlu Local Government Area of Imo State. Three research questions guided the study. Descriptive survey research design was adopted in this study. The population of the study comprised 9,711 rural women of various communities in Orlu LGA. The Taro Yamane formula was used to arrive at a sample size of 357. The instrument used for data collection was a questionnaire developed by the researchers and structured on four points rating scale. The reliability of instrument was computed using Cronbach Alpha which yielded a co-efficient of 0.78. the instrument was therefore deemed reliable for the study. Arithmetic mean and standard deviation were used to answer the research questions. The finding drawn from the results reveals that economic and socio-cultural factors militated against entrepreneurial engagement of rural women in Orlu Local Government Area. The finding also reveals that psychological factors did not militate against entrepreneurial engagement of rural women in Orlu Local Government Area. Based on the findings, it was recommended among others that the government, financial institutions, and development partners should increase access to financial capital for rural women through the establishment of gender-sensitive microcredit schemes, cooperative societies, and grants tailored specifically to small-scale women entrepreneurs among others.
Mukhiffun Mukapit, Nur Qamarina Sharom, Saida Farhanah Sarkam, Siti Rohana Daud
Educational institutions increasingly rely on teachers and academic staff to demonstrate creativity and innovation in teaching, curriculum development, and problem-solving. However, the psychological and organizational conditions that foster creative capability among educators remain insufficiently explored. This conceptual paper examines the relationship between organizational justice and creative self-efficacy within educational institutions, including primary, secondary, and tertiary education. Drawing on Social Cognitive Theory and Organizational Justice Theory, the paper proposes that perceptions of fairness within institutions, namely, distributive, procedural, interpersonal, and informational justice play a key role in fostering educators’ beliefs in their ability to produce creative outcomes. Creative self-efficacy represents educators’ confidence in their capacity to generate innovative teaching practices and solutions. The paper synthesizes prior empirical and theoretical literature to develop a conceptual framework linking organizational justice to creative self-efficacy among educators. The study argues that fair organizational practices enhance psychological empowerment, trust, and motivation, thereby strengthening creative confidence among educators and academics. The paper concludes by outlining implications for educational leadership, institutional governance, and future empirical research aimed at improving innovative capacity in educational systems.
Bea Jane Acaac, Danielle Kate Bado, Marlon Tabaosares, Miguel Montesclaros, Queenie Gera, Scott Gahum, Ysha Gabriella Chua
Manual dexterity is the ability to perform coordinated, precise hand movements that is essential in both academic and professional contexts. This study examined the effects of different music tempos on manual dexterity among Senior High students. Using a quantitative quasi-experimental within-subjects design, 50 participants completed the Nine-Hole Pegboard Test under four conditions: silence, slow tempo (60 BPM), medium tempo (124 BPM), and fast tempo (175 BPM). Results from repeated measures ANOVA revealed a significant effect of music tempo on manual dexterity, F(3, 147) = 4.21, p = .007, partial η² = .079. Post hoc tests indicated that both medium and fast tempos produced significantly faster placement times than silence. Effect sizes across comparisons suggested small to medium practical significance. Future research should explore various music genres, non-dominant hand performance, and long-term impact.
Agnimoan Constant Alihonou, Alain Adomou, Jules Anicet Sagnon Yamonche, Léandre Mathias Vissoh, Victorin Chégnimohan
Simultaneous access to electricity and drinking water remains a major challenge in rural areas of Benin. This work proposes the design of an integrated system combining solar and hydropower to effectively meet the energy and water needs of a typical community of 10,000 inhabitants. The methodology adopted is based on needs assessment, equipment sizing (solar panels, pump, tank, turbine, and alternator), and a techno-economic feasibility study. The results obtained demonstrate the feasibility of a system capable of producing an average of 1,976.98 kWh per day and supplying 2,668.88 m³ of water, thus guaranteeing energy and water self-sufficiency for rural populations. This innovative solution highlights the importance of an integrated approach to address the challenges of the energy transition and universal access to basic services in Benin.
Eustasy Mwamba, Henry Mulenga, Overson Shumba
Extensive research supports the use of rubrics in assessing mathematics learning outcomes. However, their value in improving student performance is contradictory. This quasi-experimental study investigated the impacts of rubrics on students’ algebraic competencies in quadratic equations. Six grade eleven classes (n=149) were randomly sampled from three secondary schools in Mafinga district (Zambia). Three intact classes (n=78) were randomly assigned to experimental groups and used the rubrics to obtain feedback and support self-assessment in the second term of 2024. Three comparison groups (n=71) implemented the same formative assessment practices without rubrics. Students’ responses to quadratic equations were analyzed qualitatively based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. The results showed that the students who used rubrics significantly improved their procedural skills in solving quadratic equations, including identifying formulas, analyzing problems, applying logical reasoning, and communicating solutions effectively. These findings demonstrate that by providing timely feedback and promoting students’ self-assessment, rubrics can significantly improve secondary students’ competencies in solving quadratic equations.
Angelie O. Cahayag
This study examined the relationship between 21st-century learning skills and the problem-solving ability of 356 Grade 6 learners in San Fernando II District, Division of Bukidnon, during the School Year 2025–2026. A descriptive–correlational research design was employed to determine the levels of learners’ 21st-century skills, critical thinking, communication, collaboration, and creativity, and their problem-solving ability, as well as the association between these variables. Data were collected using validated survey instruments and analyzed using descriptive statistics, Pearson product–moment correlation, and multiple regression analysis. Findings revealed that learners demonstrated moderate levels of critical thinking and communication, and high levels of collaboration and creativity, while their overall problem-solving ability was interpreted as good. However, correlation analysis showed no statistically significant relationship between 21st-century skills and problem-solving ability. Regression results further indicated that none of the skill dimensions significantly predicted learners’ problem-solving performance.
Anisia Njeri Ndwiga, Juster Mungiria, Peter Kimanthi
The quality of organizational climate within educational institutions significantly influences teacher motivation, job satisfaction, and overall performance. In Kenya, persistent challenges such as teacher demotivation, high attrition, and declining instructional quality raise concerns about the workplace environment, particularly in rural and semi-arid sub-counties like Mbeere North in Embu County. This study investigated the influence of collaborative and autonomous organizational climates on teachers’ job performance in public secondary schools in Mbeere North Sub-County. The study was anchored on the Organizational Climate Theory and employed a descriptive survey research design. The target population comprised 650 teachers and 47 headteachers across 47 public secondary schools. A proportionate sample of 229 teachers and 25 headteachers was selected using stratified and simple random sampling techniques. Data was collected using structured questionnaires for teachers and a semi-structured interview guide for headteachers. Quantitative data was analyzed using descriptive statistics and logistic regression, while qualitative data underwent thematic analysis. The findings revealed that a collaborative organizational climate had a significant positive effect on teacher job performance (β = 0.257, t = 3.507, p < 0.05), highlighting the importance of teamwork and peer support. Furthermore, an autonomous organizational climate significantly influenced job performance (β = 0.399, t = 3.117, p < 0.05), suggesting that professional freedom and innovation improve teacher accountability and instructional delivery. The study concludes that fostering collaborative practices and granting professional autonomy are critical to enhancing teacher effectiveness. It is recommended that school administrators actively promote cross-departmental teamwork and empower teachers with instructional independence to boost overall academic performance.
William Amon Ombewa
In Kenya the cumulative dropout rate in primary education have been as high as 37 percent between standards 1 and 7. The survival rate at primary level has been low at 40 percent. However in Muhoroni Sub-County the high enrolment rate was short lived. The purpose of this study was to find out the influence of school administrative practices on pupils’ school dropout in public primary schools in Muhoroni Sub-County. The specific objectives were: to establish the levels of school administrative practices; to determine the pupils’ school dropout rate; and to establish the extent to which school administrative practices contributed to pupils’ school dropout.The results established the level of practice of the school administrative practices in the sub-county at 40.2% (mean = 2.352, SD = 0.815). The overall pupils’ school drop-out was determined at 22.7% (grade 1 = 30.4%, grade 2 = 24.2%, grade 3 = 19.7%, grade 4 = 16.9%, grade 5 = 16.3%, grade 6 = 15.8%). The school drop-out peaked both at the commencement (27.3%) and the end (28.3%) of academic years. School administrative practices predicted school drop-out at 24.2% (ANOVA results:F (65)=1.274 P <0.05) and correlated it at r= -0.124 p <0.05. Content validity of the questionnaires was assessed by experts while reliability through internal consistency (α = 0.822). Data was analysed using frequencies, percentages, multiple regressions and Pearson’s moment correlation and presented using figures, tables, bar graphs, line graphs and normal Q-Q plots.In conclusion, school administrative practices formed reliable predictors and correlates of school drop-out rates. It was recommended that school drop-out rates should be studied not only on the administrative practices basis, but also by considering non-administrative factors.
Sween Shield V. Inson
This study examined the extent of inquiry-based learning (IBL) in the environment and the level of critical thinking skills among Grade 4 learners in Social Studies in San Fernando District II, Division of Bukidnon, during the School Year 2025–2026. Specifically, it assessed IBL across engagement, exploration, explanation, elaboration, and evaluation, and determined its relationship with learners’ critical thinking skills. A descriptive–correlational design was employed, involving 195 learners selected through simple random sampling. Data were collected using adapted questionnaires with established reliability (Cronbach’s alpha = 0.93 for IBL; 0.90 for critical thinking) and content validity through expert review. Data were analyzed using mean, standard deviation, and Pearson product–moment correlation. Findings revealed that the IBL environment was implemented to a moderate extent, while learners’ critical thinking skills were also at a moderate level. Correlation analysis showed no statistically significant relationship between the variables (r = 0.106, p > 0.05). This suggests that moderate and inconsistent implementation of inquiry-based strategies may not be sufficient to significantly enhance higher-order thinking skills. The study concludes that effective development of critical thinking requires more structured, sustained, and well-supported inquiry-based practices. Future research should incorporate multiple data sources and experimental designs to better examine causal relationships
Rodelyn Yungod Lawis
Learners’ engagement, attitudes, and skills in reading are essential components of educational growth. In order to engage students and improve their comprehension and critical thinking, it is important to cultivate their interest and encourage active engagement in reading activities. A positive attitude toward reading promotes perseverance and enjoyment, both of which are essential for long-term learning and personal development. In the meantime, improving reading abilities includes vocabulary acquisition, comprehension techniques, and fluency, providing a strong basis for both lifetime learning and academic performance. When combined, these components offer a vibrant learning atmosphere that fosters a love of reading and gives learners the skills they need to successfully navigate a wide variety of books.
Dr. Thieu Van Nam
This article focuses on analyzing the current state of infrastructure management at seven high schools in Rach Gia ward, An Giang province, in the context of implementing the “2018 General Education Program”. Through quantitative research methods (a questionnaire survey with 27 administrators and 60 teachers and staff) combined with in-depth interviews, the study comprehensively evaluates all stages from planning and implementation to inspection and evaluation of the use of educational infrastructure. The research results affirm that infrastructure is the “backbone” determining the quality of education and is a key standard in school quality accreditation. Besides highlighting seven strengths such as strategic leadership capacity, scientific record-keeping processes, and adaptability to digital transformation, the article also points out four limitations related to financial resources, incentive mechanisms, management capacity at the institution, and social mobilization efforts. From there, the author proposes five strategic measures to optimize the efficiency of equipment utilization, including: raising awareness, innovating planning, optimizing organization, improving support conditions, and strengthening inspection and supervision.
Avril Ghail J. Sulapas, Christalyn S. Galigao, Jerlo C. Intano, John Noe A. Alvarez, Mary Joy C. De Leon, Melissa E. Tokong, Oscar S. Recto, Jr, Princess Joyce S. Pertez
This study investigated the influence of Cocomelon videos on early phonics acquisition among kindergarten pupils at Sto. Niño Early Childhood Education, Inc., Dapa, Surigao del Norte, focusing on letter sounds, letter names, and word recognition. Using a quantitative-descriptive design, 38 respondents, including teachers and parents, provided data via a researcher-made questionnaire. Analyses included frequency, weighted mean, and Pearson’s correlation to determine the level of media exposure and its relationship with early literacy skills. Results indicated that pupils were highly engaged with Cocomelon, with letter sounds showing the highest development, followed by letter names and word recognition. However, the correlation analysis revealed that the relationships between media exposure and letter sounds, letter names, and word recognition were weak and not statistically significant. This suggests that while Cocomelon videos may support early engagement and exposure to phonics concepts, these skills develop somewhat independently and still require guided instruction and reinforcement from adults to translate exposure into measurable literacy outcomes. The study concludes that Cocomelon serves as an effective supplementary tool for enhancing early phonics skills when combined with guided interaction from teachers and parents. It recommends incorporating educational media, such as phonics songs and interactive videos, into classroom and home activities to strengthen literacy foundations through active, engaging learning experiences.
Mohamad Ikram Zakaria, Mohamad Rasidi Pairan, Nur Ain Binti Md Lukmanul Hakim
The Malaysian Critical Occupations List 2019/2020 published by Talent Corporation Malaysia identifies industrial and production engineers including robotics engineers and technologists as hard to fill occupations within the manufacturing sector. Although the report attributes this challenge to limited experience and inadequate technical skills the deeper causes of these workforce gaps remain insufficiently examined within the industry context. This study aims to empirically validate and contextualize the findings by investigating methodological competency issues among robotics engineering technology graduates employed in Malaysia’s automotive manufacturing industry. A qualitative research design was adopted utilizing semi structured interviews with five industry experts representing three major automotive manufacturing companies. Data were analysed using thematic analysis to identify patterns and insights related to graduates workplace performance and skill readiness. The analysis revealed nine recurring methodological competency issues which include weak problem solving ability, lack of critical thinking, unsystematic task execution, limited project management competency, difficulty in applying theoretical concepts, low technical proficiency, overdependence on supervision, weak mental resilience, and insufficient real world industrial exposure. Overall the findings indicate that the hard to fill status of robotic engineering technologist positions is driven largely by methodological competency gaps particularly in systematic problem solving, critical judgment, and structured task execution alongside foundational technical and workplace adaptation challenges.
Masiye Noria, Penda Annie
This study focused on myths surrounding Albinism among the Tonga People: a case of Sinakomba Chiefdom in Siavonga District, Zambia. The main objectives of the study were to identify the myths surrounding Albinism among the Tonga people of Sinakomba Chiefdom in Siavonga district, Zambia, to establish how Albinos are treated based on the myths among the Tonga people of Sinakomba Chiefdom. The study was qualitative in nature, interpretivism as a paradigm was used and descriptive research design was adopted. The study involved twenty-eight (28) participants who were purposively selected. Data was generated using an in-depth interview guide for headmen and relatives of persons with albinism, a focus group guide for persons with albinism and community members and document study was also used for collection of data relating to cases involving persons with albinism within the chiefdom. The collected data was analyzed using latent thematic analysis approach. The key findings were that persons with albinism were cursed people who caused bad lucky in the families, albinism was considered to exist as a result of punishment from the ancestors for the wrong things done. Persons with albinism were said to be immortal, Albinism was considered to be contagious. Treatment of the persons with albinism in relation to myths was also established. For instance, persons with albinism were isolated and rejected, they were killed for one reason or another, they were accused of all the bad things that happened in the families, community members looked down on them and considered them to be lazy and unproductive.
Doydoy, Donalou D, Ulgasan, Dexter M
This study examined the perception of students regarding the effects of online gaming on their academic performance among Marketing Management students at the Monkayo College of Arts, Sciences and Technology (MONCAST). The study employed a quantitative descriptive research design using a survey questionnaire based on a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Descriptive statistics, particularly the mean and standard deviation, were utilized to analyze the data collected from the respondents. The findings revealed an overall mean score of 3.53 with a standard deviation of 0.60, indicating that students generally agree that online gaming has noticeable effects on their academic performance. The relatively low standard deviation suggests that the responses of the participants were fairly consistent, reflecting a similar perception among students regarding the influence of online gaming on their academic-related activities. The results imply that while online gaming is a common leisure activity among students, its impact on academic performance depends largely on how students manage their gaming time and academic responsibilities. The study concludes that online gaming is perceived by Marketing Management students as a factor that may influence their academic performance, both positively and negatively. Therefore, students are encouraged to practice responsible gaming habits and effective time management to maintain a balance between entertainment and academic responsibilities. Educational institutions may also promote awareness programs on digital well-being and responsible gaming. Future researchers are encouraged to explore additional variables such as gaming frequency, types of games played, and self-regulation skills to further understand the relationship between online gaming and academic performance.
Manilyn C. Yape., Virgilio P. Rapada Jr
This study explored the predictive influence of innovative science teaching strategies on the academic performance of Grade 11 students in science. Specifically, it investigated the level of implementation of inquiry-based learning, project-based learning, technology integration, collaborative learning, and formative assessment and feedback. Employing a quantitative predictive-correlational research design, data were collected from 194 students using a validated survey questionnaire and analyzed using descriptive statistics, correlation, and multiple regression analysis. Findings showed that these strategies were generally well to very well implemented, contributing to an engaging and supportive learning environment. Student performance was notably high, with more than half achieving outstanding grades. Correlation results indicated that ICT integration and formative assessment had strong and significant positive relationships with science achievement, while inquiry-based, project-based, and collaborative learning showed negligible associations. Multiple regression analysis confirmed that ICT integration, inquiry-based learning, and assessment practices significantly predicted science performance, with ICT demonstrating the strongest effect. Overall, the study highlights that structured guidance, effective use of technology, and consistent feedback are key contributors to improved science learning outcomes. These results emphasize the importance of strengthening technology use and assessment practices to support student success in secondary science education.
Dr. Olushola Kolawole, Dr. Taofiq Kolawole Oduola, Emmanuel Precious Eneojo, Mrs. Esther Davies, Olusheye Victor Kolawole, Oluwaseun Peace Kolawole
Preventive medicine has emerged as the cornerstone of global public health in the 21st century, particularly in the aftermath of the COVID-19 pandemic, the escalating burden of non-communicable diseases (NCDs), accelerating climate change, and the growing threat of antimicrobial resistance (AMR). Global health systems are undergoing a paradigm shift from treatment-centered care to proactive, system-wide strategies emphasizing risk reduction, resilience, and population wellness. This paper adopts a narrative global policy review approach to examine the conceptual foundations, historical evolution, contemporary realities, and future directions of preventive medicine in 2025. Key global challenges—including vaccine inequity, mental health crises, digital health transformation, and the expanding role of artificial intelligence (AI) in precision prevention—are critically explored. Major policy frameworks, including Sustainable Development Goal 3 (SDG 3), the WHO Global Action Plan (2023–2030), the International Health Regulations (IHR 2005), the emerging Pandemic Treaty (2025), and the African Union’s Agenda 2063, are analyzed. The paper proposes an Integrated Global Preventive Medicine Framework (IGPMF) and demonstrates that prevention is fundamental to universal health coverage, climate resilience, health equity, and global health security in an increasingly interconnected world.
Farah Fasihah binti Che Tajudin, Mohd Jasmy Abd Rahman
This study aims to identify the level of Artificial Intelligence (AI) usage in teaching at Schools in Hospitals (SiH), determine the level of effectiveness of differentiated learning, and analyze the relationship between both variables in the context of patient-students. The study employed a quantitative descriptive correlational design involving 48 SiH teachers selected through purposive sampling. Data were collected using a structured five-point Likert-scale questionnaire and analyzed using IBM SPSS Statistics. Descriptive analysis, the Shapiro–Wilk normality test, and Spearman’s correlation were conducted. The findings indicate that the level of AI usage (M = 2.91) and differentiated learning (M = 2.40) were at a moderate level. However, the correlation analysis revealed a significant and strong positive relationship between AI usage and differentiated learning (rₛ = 0.643, p < .05). The study concludes that AI has the potential to support a more flexible and adaptive implementation of differentiated learning in SiH. Future studies are recommended to examine the long-term effects of AI usage on the academic development and well-being of patient-students.
Reynalene H. Enriquez
This study examined the relationship between cooperative learning strategies and metacognitive skills among Grade 6 learners in Social Studies in San Fernando District II, Division of Bukidnon, during the School Year 2025–2026. Specifically, it determined the extent of implementation of cooperative learning strategies, group discussion, peer teaching, the jigsaw technique, think–pair–share, and collaborative projects, and assessed learners’ metacognitive skills in planning, monitoring, and evaluating. A descriptive–correlational research design was employed, involving 135 Grade 6 learners selected through simple random sampling. Data were collected using adapted instruments from Fernandez-Rio et al. (2017) and Altindag and Senemoglu (2013). The instruments demonstrated strong internal consistency, with Cronbach’s alpha coefficients of 0.93 for cooperative learning strategies and 0.91 for metacognitive skills. Construct validity was established through expert validation and pilot testing.
Bui Phuong Uyen, Le Ngoc Hoa, Le Viet Minh Triet, Nguyen Duy Sang
Helping primary school students visualize abstract mathematical concepts remains a significant challenge. This study presents the design and implementation of an automated visualization tool to address this issue. The tool operates by leveraging an artificial intelligence (AI) to convert text-based math problems or concepts into Mermaid syntax. This process automatically generates intuitive diagrams like flowcharts and mind maps. The research focuses on the system's architecture and a user-friendly interface, ensuring the tool is practical and accessible for teachers. Results show the tool can generate accurate visual aids, enhancing teaching effectiveness and enriching learning materials. This work offers a tangible solution, applying existing technology to meet the demands of digital transformation in education.
Sunarti
This study examines the development of rural tourism through the ecotourism concept in Batu City, Malang, East Java, Indonesia. As one of Indonesia's premier tourist destinations, Batu City faces the dual challenge of maximizing economic benefits while preserving environmental sustainability and empowering local communities. This research employs a qualitative approach with case study methods, involving in-depth interviews with 45 participants including village officials, tourism managers, local communities, and tourists, complemented by participatory observation and document analysis. The findings reveal that ecotourism development in Batu City has successfully created a symbiotic relationship between conservation and economic development through four key pillars: community-based tourism management, environmental conservation programs, authentic cultural experiences, and sustainable infrastructure development. However, challenges persist including limited local capacity, seasonal tourism fluctuations, and infrastructure gaps in remote areas. The study proposes an integrated development model that emphasizes collaborative governance, capacity building programs, green technology adoption, and inclusive benefit-sharing mechanisms. The novelty of this research lies in its comprehensive analysis of the interconnection between ecological sustainability, economic viability, and social equity in the context of Indonesian rural ecotourism, offering practical insights for similar destinations in Southeast Asia. The findings contribute to sustainable tourism literature and provide actionable recommendations for policymakers and tourism practitioners seeking to balance development with conservation.
Genevarius Nji
This study sets out to examine the effects of school discipline on violent behavior. The manner in which discipline is implemented can breed violent behavior among students who are considered victims. This, however, hampers many school processes as the teaching, learning, as well as the administrative environments, are no longer secure. Within the context of this paper, we looked at the effects of teachers’ characteristics, counselor services, students’ characteristics, and parental collaboration with school administration as key variables that determine students’ violent behavior. Within the context of this study, the quantitative research approach was used in data collection and analysis. The main instrument used to collect data was the questionnaire. Using simple random sampling and purposive sampling techniques, a sample size of 193 respondents was obtained. The data collected was analyzed using the Spearman rank correlation, and the following results were obtained: For the first hypothesis, a Spearman correlation index of 0.625 (62.5%) was obtained; for the second hypothesis, a Spearman correlation of 0.537 (53.7%); for the third hypothesis, a Spearman correlation of 0.541 (54.1%) was obtained, and for the fourth hypothesis, we had a Spearman correlation index of 0.632 (63.2%). The level of significance was less than 0.05 for all the hypotheses tested, thus indicating that all variables studied significantly influenced students' violent behavior. Based on these findings, we can conclude that school discipline is one of the determinants of students' violent behavior in GTS in Yaoundé. Recommendations were made to stakeholders concerned.
Cliford Jay Rivera, PHD–ED Ling, Le Anne Daganio, EDD-LLS, Rhia Monica Nolasco, PHD–ELPS
This study employs Multimodal Discourse Analysis (MDA) and Systemic Functional Linguistics (SFL) to examine how Instagram memes construct meaning in real-world learning experiences through the interplay of language and visual elements. Focusing on school memes, the research explores how humor, informal language, pop culture references, and visual composition work together to convey student experiences, academic challenges, and social critique. Findings reveal distinct sociolinguistic patterns such as code-switching, in-group language, and resistance to institutional authority, demonstrating how memes function as tools for identity construction, peer solidarity, and digital learning. The study highlights the role of memes in shaping contemporary educational discourse and encourages further exploration of their pedagogical and communicative potential.
Anis Syazwani Sukereman, Muhammad Azwan Sulaiman, Muhammad Nazim Alias, Noor Farhana Akrisha Ishak, Noor Halil Ismail, Nurul Nadiah Zainol
Islamic estate planning plays an important role in the distribution of assets in Islamic society, especially in terms of ownership and inheritance. It has also been found in Malaysia that the growing value of frozen assets requires more awareness and understanding of proper estate planning. This research aimed to investigate the value added for the student enrolled in the Islamic estate planning course (RES626) in the Bachelor in Real Estate Programme offered in Universiti Teknologi MARA Shah Alam Malaysia. A survey was conducted among 54 students. The questionnaire was divided into two sections: students’ background and the students’ perceptions regarding the value-added contributions of Islamic estate planning to real estate education. Descriptive statistical analysis was applied to examine students’ perceptions of four aspects related to Islamic estate planning, namely knowledge enhancement, professional relevance, ethical awareness, and social responsibility. According to the research, students’ perceptions of the contributions of Islamic estate planning to real estate education were high, with a range of 4.2963 to 4.5000. The study found that students showed high levels of agreement on the aspect related to ethical awareness (M=4.5000), suggesting that Islamic estate planning plays a significant role in promoting students’ awareness of ethical principles in managing properties. High levels of agreement were also recorded on the aspects related to knowledge enhancement and professional relevance. In conclusion, it is important to note that Islamic estate planning is essential in enriching students' knowledge as well as their professionalism in dealing with various challenges that may arise during property ownership and inheritance from a legal, ethical, and cultural point of view. The results suggest a transition from elective to mandatory status for such courses to address national asset freezing issues.
Oluwatimilehin Amos Akinade
The single case study under consideration explores how tablet-enabled translation assisted in facilitating inclusive education in an English classroom of Year 7 at an English high school. Using Sociocultural Theory that focuses on learning as a process that is socially mediated (Vygotsky, 1978), the paper discusses how an Arabic-speaking new student could gain access to the content of the curriculum, become an engaged and active participant by using a tablet-based translation tool. Real-time translation of learning materials and assessments prompted the student to work alongside peers equitably. The data sources comprised worksheets, handwritten notes, translated outputs, classroom observations and teacher reflections which were analysed thematically to determine the patterns of access, engagement, and social inclusion. Ethical measures covered anonymisation and confidentiality. The findings of this one case study indicate how widespread digital tools may reduce the language barrier, level the playing field, and teach the inclusive pedagogy in a classroom environment.
Rubelyn A. Orbiso
This study investigated the relationship between teachers' perceptions of the reclassification process and their subsequent motivation levels within District 2, Malaybalay City. Specifically, it examined perceptions of career growth, fairness, transparency, and support, as well as post-reclassification motivation regarding job satisfaction, commitment, and recognition. Utilizing a descriptive-correlational design, data from elementary school teachers were analyzed using weighted means, standard deviations, and Pearson r (Product-Moment Correlation Coefficient). Findings revealed that teachers hold an "Exemplary" perception of the reclassification process across all dimensions. Furthermore, their motivation levels after reclassification were classified at a "Distinguished" level, particularly regarding salary increases and professional pride. Statistical analysis confirmed a significant relationship between these variables, indicating that the perceived integrity and clarity of the promotion system directly shape a teacher’s motivation. The study concludes that a well-structured reclassification pathway serves as a vital catalyst for professional excellence and long-term dedication. To sustain this momentum, it is recommended that teachers proactively document milestones and mentor peers. At the same time, school heads should integrate reclassified educators into leadership roles to capitalize on their renewed commitment. Finally, the Department of Education should institutionalize regular policy reviews to ensure the process remains transparent and merit-based. Such strategic improvements to the reclassification framework are essential to sustaining a high-performing, motivated teaching force.
Hope Herbert Nkhoma
Teenage pregnancy is a major obstacle to education for girls in rural Malawi. Cultural norms, financial struggles, and little access to reproductive health education come together, creating a cycle of early motherhood and dropping out of school. This study looks at how teenage pregnancy affects educational disruption among adolescent girls in selected rural areas of Malawi. It uses a mixed-methods approach, combining data on school dropout rates with insights from interviews with students, teachers, parents, and community leaders. The findings show that teenage pregnancy is both a cause and a result of limited educational opportunities. It often leads to early withdrawal from school, lower academic performance, and fewer future chances. The study also points out gaps in policy implementation and community support. Recommendations include focused interventions like sexuality education, re-entry policies for young mothers, and community advocacy to change cultural views. By exposing the educational impact of teenage pregnancy, this research aims to guide policy and encourage strategies that help girls finish their education and escape the cycle of poverty.
Gitogo, I. G, Mureithi, L. W, Nyambura, R
This study investigates the prevalence of non-heteronormative identities and the associated stigma experienced by undergraduate students at Laikipia University, Kenya. Amidst a contested legal and social landscape, this research provides critical empirical data on a "hidden" student population. Grounded in Minority Stress Theory and Social Identity Theory, the study utilized a descriptive survey design with snowball sampling to recruit 194 undergraduate students. Findings indicate that while 91.7% of respondents identify as heterosexual, a significant minority (8.3%) identify as lesbian, gay, bisexual, or other non-heterosexual identities. The study reveals a hostile campus climate characterized by high rates of verbal harassment (87.6%) and instances of physical assault in off-campus housing. Crucially, data on identity management shows a sharp disparity in disclosure: students are significantly more likely to be "out" to peers than to family members, reflecting a strategic response to the threat of rejection. The paper concludes that "institutional silence" exacerbates minority stress and recommends the implementation of explicit anti-discrimination policies, safe zones, and inclusive curriculum reforms to align university practice with the constitutional mandate of non-discrimination.
Azmi Al Bahij, Haffadah Dwi Widad
This article is derived from a master’s thesis examining the effect of the Rumah Pendidikan digital platform on students’ digital literacy and ecological literacy in Integrated Natural and Social Sciences (IPAS) learning at the primary school level. The study aimed to determine both partial and simultaneous effects of the platform’s utilization on students’ digital and ecological literacy competencies. A quantitative approach with a quasiexperimental posttest-only control group design was employed. The research was conducted at SD Negeri Serua 03 Depok, Indonesia, involving 66 fifth-grade students divided into experimental and control groups. Data were collected using validated digital literacy and ecological literacy tests and questionnaires. Statistical analyses were performed using SPSS 26, including descriptive statistics, assumption tests, Independent Samples t-Test, and multivariate analysis of variance (MANOVA). The results indicated that students in the experimental group achieved significantly higher digital literacy scores than those in the control group (t = 8.080, p < 0.05). Furthermore, MANOVA results revealed a significant simultaneous effect of Rumah Pendidikan platform utilization on both digital and ecological literacy (p < 0.05). The study concludes that integrating the Rumah Pendidikan platform into IPAS learning is effective in enhancing students’ digital and ecological literacy, supporting the development of 21st-century competencies.
Othman Hamza Abufares Alajurni
This study investigates the effect of the Grammar Translation Method (GTM) on the development of communicative competence among Libyan secondary school students. Despite global shifts toward communicative and skills-based approaches in English language teaching, many Libyan schools continue to rely heavily on GTM. The study employs a mixed-methods design incorporating speaking performance tasks and a student perception questionnaire. The participants were 45 third-year secondary students from two public schools in Msallata city: Rabia Al-Adawya Secondary School for Girls and Othman Al-Gezany Secondary School for Boys. Data analysis revealed that while students demonstrated relatively strong grammatical accuracy, their fluency, interaction, and overall communicative competence were limited. Questionnaire findings further indicated students’ dissatisfaction with the lack of speaking opportunities and their strong dependence on translation. The study concludes that GTM contributes to grammatical knowledge but fails to adequately develop communicative competence. Pedagogical implications and recommendations for integrating communicative practices into Libyan EFL classrooms are discussed.
Nguyen Duy Chuc
In the context of increasing competition and rapid digital transformation, organizations require effective strategic management tools to align organizational activities with long-term objectives. The Balanced Scorecard (BSC) has emerged as one of the most widely adopted strategic performance management systems globally. However, the success of BSC implementation often depends on leadership capabilities and organizational context. This study investigates the impact of transformational leadership on the effectiveness of Balanced Scorecard implementation in Vietnamese enterprises. Using survey data collected from 420 managers and employees from businesses in Hanoi and neighboring provinces (Bac Ninh, Hung Yen, Phu Thọ, and Ninh Binh), the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4 to examine the relationships among transformational leadership dimensions and BSC implementation effectiveness. Transformational leadership is measured through four dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. BSC implementation effectiveness is evaluated across four perspectives: financial performance, customer perspective, internal process efficiency, and learning and growth. The empirical results indicate that transformational leadership significantly enhances BSC implementation effectiveness through improved strategic alignment, organizational learning, and employee engagement. Among the leadership dimensions, inspirational motivation and intellectual stimulation demonstrate the strongest influence on BSC outcomes. The findings contribute to leadership and strategic management literature by integrating leadership theory with strategic performance management frameworks in emerging economies. Practical implications suggest that Vietnamese enterprises should strengthen transformational leadership capabilities to maximize the strategic benefits of BSC implementation. The study also provides policy and managerial recommendations for improving leadership development and strategic performance systems in Vietnamese firms.
Argyroula Petrou, Eleni Kakogianni, Konstantinos Kostalias, Maria Tarali
Migration has profoundly transformed the educational landscape of Greece over recent decades, resulting in increasing linguistic, cultural, and social diversity within secondary education. Students with a migration background frequently encounter multiple and intersecting challenges, including limited proficiency in the language of instruction, socio-economic disadvantage, disrupted educational trajectories, and insufficient institutional support. Consequently, Greek secondary schools are required to address not only academic learning but also broader issues of inclusion, equity, and social cohesion.
Balvinder Kaur Khalsa, Iylia Dayana Shamsudin
This study intends to identify the need for a professional development (PD) program among in-service early childhood education (ECE) teachers in creating digital storybooks. This study employs an explanatory sequential design, also known as a mixed-methods research design. In the first phase, the survey questionnaires were sent to 118 in-service ECE teachers who teach preschoolers. In the second phase, a semi-structured interview was conducted with teachers to understand their response in the first phase and whether PD is needed for them. The findings showed that teachers are aware of digital storybooks, with 68.7% preferring to use digital storybooks to teach stories, 69.5% to teach literacy and 60.2% to teach science and mathematics. Qualitatively, these preferences were understood when teachers revealed during the interview that the digital storybooks tend to engage preschoolers in the lesson, encouraging self-learning and increasing parental involvement. It was observed that 89 (75.4%) of the teachers have not used any web-based tool to create digital storybooks. This led to the next finding, which demonstrated that 94.1% of ECE teachers revealed that they need PD to create digital storybooks. Teachers believed that PD would increase their confidence to learn new skills, foster digital skills, and improve teaching & learning strategies. This study implies that a training program for creating digital storybooks is essential to enhance the level of PD, and it should be implemented without hindrances.
Junita Patrick, Mohd Norazmi Nordin, Salleh Amat
The Primary School Alternative Assessment (PAPR) is a significant move by the Ministry of Education Malaysia (MOE), which intends to measure the abilities of students with special needs (SEN) in a comprehensive and impactful way. This research is about examining how special education teachers interpret the process of evidence management during the conducting of PAPR in the Padawan district, Sarawak. By means of a qualitative case study approach, the researchers interviewed semi-structured six special education teachers. They were the ones who had direct involvement in the implementation of PAPR. The researchers followed Braun & Clark's (2006) thematic analysis model in doing the data analysis. The results indicate that teachers' perceptions of evidence management, the provision of social support from school administrators and other colleagues as well as teachers' beliefs about behavioral control are some of the major factors that influence the degree to which evidence management can be implemented effectively. Besides, the availability of professional development opportunities, the availability of technology and the use of the MyALT app are some of the factors that also have a positive impact on a teacher's ability to collect and evaluate evidence. The findings of this study will be instrumental in raising the capacity of special education teachers and the gradual strengthening of inclusive and effective alternative assessment practices at the primary school level.
Nworie Polycarp Chibueze
Religion plays an ambivalent yet powerful role in conflict dynamics, functioning both as a source of division and as a resource for peacebuilding. While existing scholarship has examined the political and ethnic dimensions of the Biafran agitation in Nigeria, limited attention has been given to religion as an institutional and moral actor in conflict resolution processes. This study examines the role of religion in conflict resolution with particular focus on the contemporary Biafran agitation. Using a qualitative, interpretive methodology grounded in peacebuilding theory and document analysis, the paper explores how religious institutions and discourses shape narratives of justice, legitimacy, and reconciliation. Special attention is given to the continued detention of Nnamdi Kanu and the perceived double standards in state responses to agitation, analyzing their implications for trust, governance, and peacebuilding. The study argues that religion, when engaged as a mediating moral force rather than a mobilizing ideology, offers significant potential for conflict transformation and sustainable peace in Nigeria.
Dr. Jane Kinuthia, Dr. Perminus Githui
This paper explores the intertwined dynamics of impostor syndrome and identity among graduate students in Kenya, with a view to determining whether an understanding of these fundamental realities would serve as a remedy to the multifaceted challenges faced by students pursuing higher education. Drawing on responses to an exploratory survey among purposively selected Master’s and PhD students who are pursuing Social Science fields of study, data that was collected revealed how feelings of inadequacy, self-doubt, and alienation are exacerbated by socio-economic, gendered, and institutional positionalities. Anchored in intersectionality, social identity, and critical pedagogy perspectives, the analysis underscores how students’ identities mediate their academic self-concept. While impostor syndrome is often conceptualized and analyzed in individualistic terms, this paper examines it as a social and structural construct. Findings suggest that positionality awareness and critical reflexivity has ability to empower students for reframing of academic journeys with a view to advocating for more inclusive and supportive learning environments. The paper concludes with recommendations for institutional reforms, the need for mentorship, and mental health interventions that are culturally and contextually grounded.
Rhyan V. Molinar
This study focused on the utilization of Gagne’s Information Processing Model to enhance instructional materials and improve teaching effectiveness in the Teacher and School Curriculum. Using a descriptive-developmental-evaluative research method, the study analyzed various instructional materials, including textbooks, workbooks, and teacher-made resources, to assess their effectiveness in promoting student learning. It also examined the strategies employed by teachers, such as formal and informal assessments, portfolio assessments, and project-based assessments, to evaluate student performance. The study further explored the medium used to reinforce students' skills, which included traditional resources and digital tools. Data analysis from pretest-posttest results revealed that students initially scored below the 75 percent mastery level. However, after the introduction of Gagne’s model, there was a significant increase in students' competency levels, with most students exceeding the 75 percent threshold. The study concluded that Gagne’s Information Processing Model played a crucial role in improving students' mastery of the subject. It recommended the broader use of Gagne’s model in educational settings and suggested further studies to explore its potential in different teaching contexts.
Emma Cristia R. Mayor
This study involved 316 senior high school students drawn from a total population of 1,769 and examined the relationships among self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. A stratified random sampling technique was employed to ensure fair representation across the participating private schools. Data were collected using a researcher-developed questionnaire, which demonstrated excellent reliability with a Cronbach’s alpha of 0.921 based on a pilot test conducted with thirty respondents. The data were analyzed using SPSS, employing descriptive statistics and Pearson’s correlation to determine levels and relationships among the variables. Findings indicated that the majority of students exhibited moderate levels of self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. Significant positive relationships were found among these variables, suggesting that students with higher self-concept and emotional intelligence, as well as those who experienced more positive parenting styles, tended to demonstrate stronger interpersonal relationship skills. Notably, significant differences were observed in parenting style experience when grouped by age, and in self-concept and emotional intelligence when grouped by sex.The results highlight the importance of emotional intelligence in fostering adolescents’ interpersonal competence. Based on these findings, the study recommends the implementation of school- and family-based interventions aimed at strengthening students’ emotional awareness, self-esteem, and parental support to further enhance their interpersonal relationships.