Journal of Education and Learning (EduLearn)
Journal of Education and Learning (EduLearn) (p-ISSN: 2089-9823; e-ISSN: 2302-9277) is a multi-disciplinary, peer-reviewed, open-access international journal that has been established for the dissemination of state-of-the-art knowledge in the fields of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. EduLearn welcomes research articles from academics, educators, teachers, trainers, and other practitioners on all aspects of education and learning from around the world to publish high-quality papers. Papers for publication in this journal are selected through precise peer review to ensure quality, originality, appropriateness, significance, and readability. This journal encompasses a variety of topics in education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching research, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, computer-supported collaborative work, emerging technologies in education, educational software, and educational games. EduLearn is published by Intelektual Pustaka Media Utama (IPMU) in collaboration with the Institute of Advanced Engineering and Science (IAES). This journal is ACCREDITED (recognised) by the Ministry of Education, Culture, Research, and Technology, Republic of Indonesia (Decree No: 79/E/KTP/2023). Scopus has indexed articles published in this journal since 2023 issues. If you have access to scopus.com, you can click here. Scimagojr also has been indexing it as of 2023. See our Scimagojr profile here. <a style="background-color: #495e57; border-radius: 20px; color: #ffffff; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 12px; font-weight: 400; mso-border-alt: none; padding-bottom: 0px; padding-top: 0px; text-align: center; text-decoration: none; width: auto; word-break: keep-all; border: 0px solid transparent;" href="/index.php/EduLearn/about/submissions#onlineSubmissions" target="_blank">Submit now <a style="background-color: #ffffff; border-bottom: 0px solid transparent; border-left: 0px solid #495e57; border-radius: 0px; border-right: 2px solid #495e57; border-top: 0px solid transparent; color: #45474b; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 12px; font-weight: 400; mso-border-alt: none; padding-bottom: 0px; padding-top: 0px; text-align: center; text-decoration: none; width: auto; word-break: keep-all;" onmouseover="this.style.backgroundColor='#45474B';this.style.color='#ffffff';" onmouseout="this.style.backgroundColor='#ffffff';this.style.color='#45474B'" href="https://iaescore.com/gfa/edulearn.docx" target="_blank">Template<a style="background-color: #ffffff; border-bottom: 0px solid transparent; border-left: 2px solid #495e57; border-radius: 0px; border-right: 2px solid #495e57; border-top: 0px solid transparent; color: #45474b; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 12px; font-weight: 400; mso-border-alt: none; text-align: center; text-decoration: none; width: auto; word-break: keep-all;" onmouseover="this.style.backgroundColor='#45474B';this.style.color='#ffffff';" onmouseout="this.style.backgroundColor='#ffffff';this.style.color='#45474B'" href="https://www.youtube.com/watch?v=hQD9-HeNy1k" target="_blank">How to submit<a style="background-color: #ffffff; border-bottom: 0px solid transparent; border-left: 2px solid #495e57; border-radius: 0px; border-right: 0px solid #495e57; border-top: 0px solid transparent; color: #45474b; display: inline-block; font-family: 'Roboto', Tahoma, Verdana, Segoe, sans-serif; font-size: 162px; font-weight: 400; mso-border-alt: none; padding-bottom: 0px; padding-top: 0px; text-align: center; text-decoration: none; width: auto; word-break: keep-all;" onmouseover="this.style.backgroundColor='#45474B';this.style.color='#ffffff';" onmouseout="this.style.backgroundColor='#ffffff';this.style.color='#45474B'" href="https://www.youtube.com/watch?v=B9lB-4sZNI4" target="_blank">How to register
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The role of followership in enhancing teachers’ organizational commitment dimensions
This study explores the relationship between followership and three dimensions of organizational commitment: affective, normative and continuance among primary school teachers in Sarawak, Malaysia. Research on how followership behaviours affect employee commitment is weak despite increased understanding of their role in organisational success. To fill this gap, the study surveyed 899 primary school teachers using the revised kelley followership questionnaire (KFQ-R) and the three-component model employee commitment survey (TCM-ECS). Data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results demonstrate significant positive relationships between followership and all three commitment dimensions, with the strongest association observed for affective commitment (β=0.564, p<0.001), followed by normative commitment (β=0.388, p<0.001) and continuance commitment (β=0.337, p<0.001). These findings suggest that effective follower behaviors significantly enhance employees’ emotional attachment, sense of obligation and perceived cost of leaving their organizations. Although this is cross-sectional research, it adds to our understanding of how followership may assist establish organizational loyalty. It also suggests that organizations may be able to increase employee commitment by teaching people how to follow others.
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Global research trends in pre-service teacher leadership: a bibliometric analysis (2018-2024)
Pre-service teacher leadership is an emerging and crucial area of educational research, gaining significant attention due to its impact on future educational outcomes. The purpose of this study is to investigate research trends in pre-service teacher leadership globally from 2018 to 2024 using bibliometric analysis with the Scopus database. A total of 1278 articles were identified and examined using VOSviewer and mapping analysis. The results show a steady increase in research on pre-service teacher leadership, with the United States leading in contributions, followed by the United Kingdom. The analysis covers publication trends, types, languages, citation analysis, country collaborations, common citation networks, and topic tendencies. The study identifies key authors, their works, and their interactions. A word analysis was conducted to ascertain concepts used in the field, resulting in cognitive maps that show patterns of relationships and cooperation. The evaluation also included national partnerships, journals, authors, publications, and citation sources within the network. The findings are valuable for researchers in pre-service teacher leadership and can serve as a foundation for future studies in this field.
Training early childhood teachers integrating project approach with multicultural education in the classroom
This research aimed to examine the improvement of teachers’ abilities to integrate the project approach with multicultural education. A total of three female teachers from a kindergarten in the northeastern region of Thailand participated in this research. The research procedure began with the three teachers developing lesson plans. This was followed by each teacher teaching the lesson to their peers who played the role of learners in an early childhood classroom. The researchers utilized field notes as an instrument to collect data during the lesson plan workshop and peer teaching. Finally, the researchers used a conservation guide as another instrument to collect verbal data through reflections upon the workshop and peer teaching. The results revealed that teachers faced challenges in developing lesson plans including defining objectives, creating content maps, designing learning activities, and finding materials and resources. On top of that, the results regarding peer teaching indicated that teachers are not familiar with project approach thus they are facing difficulties in facilitating learning activities and classroom management. The overall results have contributed to the field of early childhood teacher professional development.
School teachers training needs assessment: basis for community extension in a rural high school in the Philippines
This research investigates the training needs in Calamba National High School (CNHS) as the basis for the community extension program in rural school settings. The study utilized the descriptive survey approach with survey questionnaires serving as the primary data collection tool to identify the training requirements. Data triangulation through a focus group discussion (FGD) was also done to verify the survey results. Results revealed the top five priority training needs include research writing, light vehicle driving, entrepreneurship, video editing, and visual graphics design. Based on these demands, the study included recommendations for specific training topics, scope, and methods. Addressing these areas provides a targeted approach for professional development programs that can lead to significant improvements in educational outcomes for students in rural communities.
Teachers’ professional development on student achievement: perceptions of district superintendents of schools in USA
The perceptions of school superintendents on planning and designing of school teachers’ professional development programmes (PDP) place a crucial role in inservice teacher development. The present study aimed to examine the school superintendents’ perceptions towards professional development of teachers based on students’ academic achievement. The study employed quantitative descriptive research design which included descriptive and inferential statistics to interpret the superintendents’ perceptions on teachers’ professional development plan. The researchers utilized quntitiatve surveys to gather data from 128 public school superintendents and captured their perceptions on Teachers PDPs. Findings reported that superintendents’ perceived PDPs must integrate knowledge on student achievemet, skills needed, and worthwhile-content mastery. Study further revealed that, students’ academic achievement details can provide accurate components to be included in teachers PDP. Future researchers may explore the evidence-based planning of PDPs to motivate the teachers’ active participation in professional growth activities.
Impact of factors influencing the STEM career-oriented subjects choice of Vietnamese high school students
Studying subjects in school had a relationship with students’ future career choices. However, science, technology, engineering and mathematics fields (STEM) careers are often considered to be less accessible by many children. The purpose of this study is to investigate the factors influencing the STEM career-oriented subjects’ choice of Vietnamese high school students. The survey was conducted with 1768 students in grade 10th (at the age of 16) in several high schools in 4 provinces represented for different geography regions of Vietnam by questionnaire combined with direct investigation using contact and interview methods with students. The results indicated that gender and students’ academic achievement in science studies were measured as factors to consistently and positively associate with students’ subjects choice toward STEM career orientation, accounting for other factors. The implications of this study in education are that teachers and educators should organize learning and teaching activities appropriate to male and female students in order to improve their academic achievement and their self-efficacy in science subjects. Hence, these supporting measures may foster students’ selection of STEM-related subjects to study and enhance students’ aspirations towards STEM careers.
Learning action cell as an in-house professional development training
Learning action cell (LAC) sessions are structured professional development activities tailored for schools to enhance pedagogical skills, teaching methodologies, and assessment methods to improve student academic achievement. This study investigated the implementation of the LAC as an internal development training program for science teachers in remote regions of the Philippines. A total of 403 science educators participated in the study to collect implementation strategies seen in the LAC. The science teachers’ experiences in the LAC implementation were assessed using a survey questionnaire and a case study through focus group discussions (FGD). Based on the findings, LAC enhances educators’ perceptions of professional development training. As a professional development tool, the LAC helped science teachers develop students’ science holistic development, technology innovation, and cultural knowledge. The idea creates a community of scientific educators who collaborate to improve their facilitation, innovation, and research skills, promoting professional leadership and competency in the field. Consequently, the efficacy of LAC necessitates high-quality training aimed at specific objectives. Science educators acknowledged that LAC enhances instructional leadership and pedagogical proficiency.
Teachers’ perception, competence, and performance in flexible teaching: inputs for instructional management plan
Responding to the change from a physical to a digital environment for teaching and learning, the study looked into the perception, ability competence and performance effectiveness of faculty members. Utilizing the descriptive-correlational design, results disclosed that teachers’ have high knowledge perception of the nature and characteristics of flexible teaching and learning and are generally exhibiting very high level of competence in implementation. They were found to be moderately high on course design and technical competence dimensions, but are highly competent on the ability competency aspects of course communication and time management. For every 10 teachers, eight of them are outstanding performers as per student assessments of teaching effectiveness. Result of the correlation analysis further revealed that young teachers who are still new in the teaching service tend to showcase outstanding teaching performance in the delivery of instruction than older counterparts. The study proposed instructional plan to sustain strengths and conduct support mechanisms to address needs of teachers responsive to better implementation of blended teaching-learning delivery system.
Factors contributing to pre-service teachers’ reluctance to specialize in early primary education
This study identifies different factors that contribute to Bahraini pre-service teachers’ interest to specialize in early primary education. The sample of study comprised 108 year one and 49 foundation students enrolled in Bahrain Teachers College at the University of Bahrain. A stratified random sampling technique was used to insure the representation of all students from the foundation and the 1st year level. Results of the study showed that the most significant factors contribute to the pre-service teachers’ lack of interest in choosing early primary education specialization were, work environment factors such as classroom and school environment, early primary school students-related factors, personality-factors which relate to pre-service teachers’ personal qualities, and social factors such as lack of recognition, society and the influence of friends and colleagues. School administrators and decision makers can use the findings to improve the working conditions and environment in early primary education. The findings of the study provide baseline knowledge and data, empirical findings, and recommendations that can benefit administrators and Ministry of Education to improve the working conditions and environment in early primary education teaching profession.
Development and validation of self-reflected mathematical misconceptions scale
Developing an assessment tool to identify mathematical misconceptions is important for early intervention and support for at-risk students. This exploratory sequential mixed methods study aimed to develop and validate a questionnaire for self-reflection on mathematical misconceptions among senior high school students using exploratory and confirmatory factor analyses as an application of structural equation modeling (SEM). This study involved 80 senior high school mathematics students across regions in the Philippines for the mathematical misconception test in the first phase. Of these, 20 purposively selected students who committed the most errors in the misconception test were interviewed to explore the underlying constructs of the students’ mathematical misconceptions. For the third and final phase, 310 selected students completed the developed self-reflected mathematical misconception scale. In this study, we identified four key factors of mathematical misconceptions: lack of procedural and conceptual knowledge, poor mathematical abstraction, internal barriers, and cognitive conflict. The developed scale, comprising 41 validated items, was tested valid and reliable tool for educators in assessing and addressing students’ mathematical misconceptions, allowing for designed instructional strategies and targeted interventions. Further research is recommended to explore the causes and remediation of mathematical misconceptions and track students’ progress in addressing them over time.
Mapping research trends on STEM-integrated project-based learning in physics education: a bibliometric review
This study presents a bibliometric review analysis of science, technology, engineering, and mathematics (STEM) integrated project-based learning (PjBL) used in promoting meaningful physics learning at the secondary education level. It aims to provide in-depth information about the research landscape of STEM-integrated PjBL models in physics learning outcomes in senior high schools and its contribution to implementing the Merdeka Curriculum in Indonesia. For this purpose, 72 articles published between 2013 and 2023 from the Scopus database were selected based on predetermined criteria. The selected articles were analyzed regarding publication trends, key research themes, citation analysis, and keywords. The findings of this study highlight a network of actively participating authors, institutions, and research groups in this field. In addition, this comprehensive review offers an understanding of the current state and opportunities in this research field and identifies further exploration areas and gap analysis. The implication of the results of this literature review is to critically know the existence of a gap analysis so that one of the next studies is to be able to develop a STEM integrated PjBL model with a contextual, cultural and multidisciplinary approach to promote sustainable development.
Examining the effect of LENS exploration and navigation stations on students’ gain score in bio-inspired optics
The study examines the impact of lens exploration and navigation stations (LENS) activity on students’ academic performance in bio-inspired optics, focusing on the gain score, to provide empirical evidence on its effectiveness in fostering deeper comprehension and engagement. The design of the study is quantitative research and uses a pretest-posttest control group in a quasi-experimental approach. The design makes it possible to compare the LENS activity’s efficacy with the traditional method of teaching by comparing the students’ pre- and post-test scores. The researcher chooses one class comprising 56 students from academic track, science, technology, engineering, and mathematics (STEM) strand where random assignment was used to determine the treatment group and control group (N=28). The study utilizes dependent sample comparing pretest and posttest scores, and independent sample comparing posttest mean scores between experimental and control groups. The study found that there is a significant difference in post-test scores between the experimental group using LENS activity and the control group using traditional teaching methods. The study indicates that LENS activity significantly increased students’ academic performance in understanding bio-inspired optics, demonstrating its effectiveness in enhancing learning outcomes and deeper understanding of the subject. This highlights the importance of activity-based learning (ABL) in enhancing learning outcomes.
Trends in the development of Fink’s taxonomy: a systematic literature review
Fink’s taxonomy is a learning model of six interrelated elements that can be used for the development of learning goals and create significant learning. However, there has been limited discussion about the development trend of Fink’s taxonomy systematically. This study aims to identify trends in previous research that employed Fink’s taxonomy based on countries and current years, as well as the diversity of definitions of Fink’s taxonomy. This systematic review follows systematic reviews and meta-analyses (PRISMA) criteria and utilizes three main databases: Scopus, Web of Science, and ERIC. A total of 16 articles met the given criteria, and empirical results report that most studies on Fink’s taxonomy were conducted in the United States, with the highest number of articles published in 2020. Furthermore, the diversity of definitions of Fink’s taxonomy identified three themes which are producing significant learning, an approach that creates permanent changes in students, and focusing on the affective domain. The findings have significant implications through the introduction and understanding of Fink’s taxonomy. This trend can serve as a reference for the ministry of education and other stakeholders in the empowerment of Fink’s taxonomy in education. The study can be expanded by introducing new constructs for Fink’s taxonomy in the local context.
Students’ flexible learning context and preferences during the COVID-19 pandemic in Albay, Philippines
The COVID-19 pandemic has significantly disrupted education worldwide and schools used flexible learning as an alternative modality. This study used a quantitative approach and descriptive research to describe the learning context and determine the students’ preferences in learning modalities, learning materials, learning tasks, and assessment techniques for flexible learning. Four hundred thirty-four (434) students from different levels in Bicol, Philippines, responded to the online survey questionnaire. The results reveal that the learners’ context is inconducive for flexible learning as most do not have learning spaces and experience power interruptions and Internet disconnections. The students were provided individual or group learning tasks and experienced self-paced and interactive learning in flexible learning classes. The students reported that their learning materials, learning tasks, and assessment techniques in flexible learning include teacher-made learning resources, preference for affordable and convenient devices and applications, and usage of e-classroom or online platforms for major assessments with returned scores and feedback. Describing and identifying flexible learning conditions and students’ needs were essential in creating school or community initiatives to enhance students’ flexible learning experiences. The proposed initiatives can be used as strategies for future circumstances that will need flexible learning implementation.
Relationship between personal satisfaction of CSUCC STEM students and their perception on the basis of career decision-making
This study investigates the relationship between personal satisfaction and career decision-making among science, technology, engineering, and mathematics (STEM) students. The research aims to identify how personal fulfillment influences students’ career choices and the extent of their satisfaction with selected paths. Utilizing a structured questionnaire, data were collected from 67 senior high school students at Caraga State University Cabadbaran Campus (CSUCC). Findings reveal that while students view personal fulfillment as an important factor in their career decisions, it does not significantly correlate with overall career satisfaction. The results suggest that personal satisfaction should be complemented by other elements, such as job market conditions and effective career guidance, to enhance students’ decision-making processes. This study provides valuable insights for educational institutions and regional stakeholders, promoting improved career counseling and mentorship programs to foster a skilled and motivated workforce.
Impact of online cooperative learning strategies on self-directed learning among pre-service teachers
Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies.
Navigating teaching performance in the new normal: insights from student ratings
The COVID-19 pandemic caused unprecedented disruption worldwide, forcing higher education institutions to adopt blended learning. This sudden shift posed numerous challenges for both students and faculty members, making it essential to accurately evaluate teaching performance and effectiveness. Caraga State University, for instance, assesses teaching performance based on several criteria: communication, instruction, consultation, and assessment, each with varying weights. Concerns have arisen regarding the non-uniform distribution of these weights, and it remains unclear which criterion most significantly impacts overall teaching performance as perceived by students. This study analyzed 22,825 samples from Caraga State University's personnel evaluation system for the first semester of the 2021-2022 academic year using artificial neural networks (ANN). The study sought to uncover patterns in the data and provide insights into faculty performance. The results revealed that in the context of blended learning, assessment and academic integrity (AAI) influence most students' ratings of faculty performance. Engagement and consultation (EC) follow, with communication and instruction having the lowest relative importance. This study contributes to improving teaching strategies and enhancing the student’s learning experience in higher education institutions.
Navigating the entrepreneurial knowledge and competence among vocational students: the role of economics education
Vocational education in Indonesia is emphasized not only to develop competent workers but also to foster innovative and independent entrepreneurs, aligning with government policies to create more young entrepreneurs amid global competition and evolving job market demands. This study aims to investigating the influence between economic education and entrepreneurial competence (ECOMP), with entrepreneurial knowledge (EK) as a mediator. This study employs a quantitative approach, using surveys conducted at vocational high schools in Jakarta. A sample of 247 students was collected through convenience sampling, and data was processed using structural equation modeling (SEM) with Amos 25. The study found that economics education (EC) significantly enhances EK and competence among vocational high school students, both directly and indirectly. By developing a strong understanding of economic and business concepts, students are better equipped to succeed in the business activities. The findings emphasize the importance of improving EC with a focus on practical applications to help students acquire the essential skills required to achieve success as entrepreneurs.
Contribution of spatial intelligence, adversity intelligence, to the creativity of vocational school students
Today’s industry requires graduates of mechanical engineering expertise programs who have high creativity. The purpose of this study is to describe how the influence of spatial intelligence, adversity intelligence, on the creativity of vocational students of the mechanical engineering expertise program. The urgency of this research is as a basis for consideration of talent interest search, selection of student admissions in vocational schools, which has been general. This research is a type of ex post facto involved 206 students of the mechanical engineering expertise program in Surabaya city in Indonesia. The data collection techniques used are tests and questionnaires. Data analysis using structural equation modeling (SEM) with SmartPLS application. The results of the analysis showed that: i) spatial intelligence and adversity intelligence had a positive and significant effect on student creativity with scores of 7.3% and 87.5%, respectively and ii) simultaneously spatial intelligence and adversity intelligence contributed to increasing student creativity by 81.4%. Implications this study can help in the development of a selection system for new student admissions tailored to the needs of mechanical engineering expertise programs. In addition to the development of a more diverse curriculum to integrate learning approaches that allow students with various types of intelligence to develop optimally.
Resilience of novice teachers: a recent systematic literature review (2023-2024)
The beginning of a teaching career is filled with obstacles, requiring new educators to demonstrate significant resilience. This systematic literature review (SLR) investigates the resilience of novice teachers, addressing the challenges they face and the strategies they employ to overcome these obstacles. The primary problem addressed is the need for a comprehensive overview of how various factors and interventions influence the development of resilience in novice teachers. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, the study systematically analyzed 22 articles published between 2023 and 2024 from Scopus and ERIC databases. The analysis identified three key themes: i) teacher resilience and coping strategies, ii) resilience during crises and pandemics, and iii) teacher resilience in international and cross-cultural contexts. Findings highlight the importance of effective mentorship, professional development, and self-reflective practices in enhancing novice teachers’ coping abilities. Adaptability and innovation are crucial during crises, underscoring the importance of support systems. Additionally, cultural competence and strong support networks are essential for teachers in diverse environments, aiding them in navigating unique challenges and leveraging opportunities. These insights emphasize the need for targeted interventions to strengthen teacher resilience, especially in the face of global challenges. These interventions will ultimately contribute to more effective teaching and improved educational outcomes.
Impact assessment of the beginning reading para sa mga tsikiting in Butuan City, Philippines
This study assessed the impacts of the beginning reading para sa mga tsikiting (beginning reading for kids) or BRPT intervention project, an initiative of the College of Education, Caraga State University, Mindanao, Philippines. Using a descriptive research design, it employed the Revised Philippine Informal Reading Inventory (Phil-IRI) Reading Profile as a baseline to assess learners’ reading progress. The intervention involved 125 primary-grade pupils, 12 teachers, and 20 parents (home teachers). The conduct of impact assessment by a third party is required and mandated by the university after project completion. Results reveal significant improvement in reading performance post-project implementation, particularly evident in reducing frustration levels and increasing independent reading achievements. In addition, School A (with intervention) outperformed School B (without intervention). Despite the challenges it faced in its implementation, the project successfully met its target objective of enhancing reading performance. The project demonstrates its efficacy in improving early readers’ literacy skills and fostering positive social and economic influences through community engagement despite issues in its implementation. The findings also highlight the project’s social and economic impacts, such as the enhancement of parental engagement and strengthening of home-school partnerships while providing cost-effective measures and utilizing local expertise. Further, findings provide novel insights into the existing and future literacy programs.
Ideal research adviser: senior high school students’ post-research perspectives
Research advisers play a vital role in guiding senior high school students through their research projects, which are essential for developing critical thinking, problem-solving, and communication skills. This study explores the attributes that students who have completed their research projects consider essential for an ideal research adviser. Employing a qualitative phenomenological approach, semi-structured interviews were conducted with nine students from a private school in Northern Philippines. Braun and Clarke’s thematic analysis was used to analyze the data. The findings reveal four key themes: expertise and guidance, support and encouragement, open communication and collaboration, and fostering independence and critical thinking. These results highlight the significance of research advisers in providing both technical expertise and emotional support, which are crucial for creating a collaborative environment that promotes student autonomy. This study addresses a notable gap in the literature, offering valuable insights into high school students’ specific needs in research mentorship. Educational institutions can utilize these findings to enhance the training and effectiveness of research advisers, ultimately improving the research experience and outcomes for students.
Mapping the landscape of innovative work behavior: a bibliometric analysis of teacher contributions
In the ever-evolving landscape of education, implementation of innovative work behavior (IWB) among teachers is crucial. However, the current situation indicates that teachers’ contributions to the understanding of IWB have not been thoroughly explored and need further investigation. This bibliometric analysis aims to systematically analyze and map the scholarly contributions in this field, offering insights into the key themes, contributors, and emerging trends. Employing a systematic searching and screening from 2020-2023, a total of n=532 peer-reviewed articles were analyzed, retrieved from Scopus database. Scopus analyzer and VOSviewer software are employed to determine the evolution of research trends, authors’ contributions, the research area of interest, most cited manuscripts, keyword co-occurrence, and visualize co-authorship network maps. The anticipated outcome of this bibliometric analysis is a comprehensive mapping of the landscape of IWB research, with a specific focus on teacher contribution. Identified clusters and influential contributors will serve as a foundation for future research endeavors. Recommendations based on the analysis will inform educators, policymakers, and researchers about potential areas for intervention and collaboration, fostering a more innovative and effective educational environment. Future research could delve deeper into specific subdomains identified in this analysis, further exploring the intricate factors influencing IWB among teachers.
Empowering teachers: a growth mindset program for enhanced facilitating learning in primary schools
Teachers who adopt a growth mindset significantly enhance student development, facilitating learning, and continuous improvement, leading to better student learning outcomes and a more positive learning environment. This research aimed to develop a growth mindset to improve the facilitating learning skills of primary school teachers. The research utilized a development (R&D) method, structured into four phases: i) analyzing components and indicators; ii) assessing needs; iii) developing the program; and iv) implementing the program. The study focused on creating training to influence teachers’ mindsets and drive changes in practice. A mixed methods design was used, with the growth mindset development program consisting of 6 modules over 120 hours. This program incorporated training or self-learning, learning through collaboration, and integrating operational practices, involving 15 volunteer teachers. Results indicated a statistically significant shift in mindset between pre-and post-intervention measures, which was sustained after three months. The program fostered a professional learning community focused on developing a growth mindset, refining teaching techniques, and enhancing student learning outcomes. Overall, the growth mindset program proved highly effective for primary school teachers, greatly expanding their knowledge and cultivating a professional learning community that positively impacts student development and facilitating learning skills of teachers.
Investigation of antecedents to teacher effectiveness of higher education sector in India
This paper aims to examine the variables involved in improving Teacher effectiveness through self-efficacy (SE) while focusing on higher education. The authors collected data from 600 usable responses from Northern India. The data was analyzed by structural equation modelling using analysis of moment structures (AMOS). The results indicate that drivers such as emotional intelligence (EI) and proactive personality (PP) contribute to the raised levels of SE, working as a mediating variable, which in turn triggers teacher effectiveness (TE) positively in the field of higher education. This study provides valuable insights for educational institutions to improve TE. The drivers propose that achieving widespread recognition of these factors necessitates implementing many training programs and workshops to boost TE. The contribution lies in providing a holistic study of TE drivers and the mediating role of SE in enhancing overall TE. This study is a new endeavor since it combines EI, PP, SE, and TE into a unified research model and tests it through empirical data. This study explores topics in research that have not been studied before by examining the interconnections between these variables with the context to higher education.
The influence of mindfulness, resilience, and self-efficacy on foreign language anxiety among chinese college students
This study explores the effects of mindfulness, resilience, and self-efficacy on foreign language anxiety among Chinese college students and identifies the most significant predictor of foreign language anxiety. Employing a quantitative approach, data were collected from 323 English as a foreign language students using validated scales measuring these variables. Pearson correlation analyses revealed significant negative correlations of self-efficacy (r=-0.538, p<0.01), resilience (r=-0.372, p<0.01), and mindfulness (r=-0.331, p<0.01) with foreign language anxiety. Multiple regression analysis indicated that self-efficacy was the most impactful variable for predicting foreign language anxiety, while mindfulness also significantly predicted foreign language anxiety, but resilience did not. These findings underscore the pivotal part played by self-efficacy in reducing foreign language anxiety and suggest that enhancing self-efficacy can improve language study experiences. The research offers meaningful understandings regarding the mechanisms of foreign language anxiety and offers practical recommendations for educators to implement strategies aimed at boosting students’ self-efficacy, with implications for future research and practice.
Information technology students’ perspectives on differentiated instruction and its impact on their approaches to learning
There have been many studies about the effectiveness of differentiated instruction in promoting student-centered learning. However, most of these studies have focused on primary and secondary education. There is hardly any research about its application and effectiveness in higher education settings. Furthermore, there is a need to identify the factors that influence information technology or information technology (IT) students’ motivation, engagement and attitude towards learning to use appropriate instructional strategies. The current research addresses this gap in the literature by investigating the perspectives of university IT students on differentiated instruction and its impact on their learning attitude. A mixed-methods approach was employed, combining survey questionnaires and semi-structured interviews to examine the effectiveness of various instructional strategies, including scaffolded instruction, peer-assisted learning, collaborative learning, and competitive learning, across different IT courses. The results showed that students had a positive attitude toward differentiated instruction. Respondents reported that the tailored teaching methods helped them better engage with the course material and develop more effective learning strategies. Many students stated that the differentiated approach allowed them to capitalize on their strengths and address their weaknesses in a supportive environment. The findings have implications for educators seeking to promote student-centered learning and improve learning outcomes in IT courses.
Sustainable development goals through Islamic education: a literature review
The essay delves into the complex interrelationship between Islamic education and the sustainable development goals (SDGs), intertwining environmental awareness, social justice, and ethical ideals derived from Islamic teachings. By investigating the potential and problems at this juncture, it emphasizes the need for a comprehensive strategy to incorporate SDGs into Islamic education. The article provides solutions for educators and policymakers to bridge the gap between these two domains, nurturing a generation with Islamic values and a deep understanding of sustainable development. This is achieved through a thorough review of the literature, identifying emerging themes that will shape the future of Islamic education policy. These themes include the integration of environmental principles, innovative pedagogies, international collaboration, and a focus on inclusive education.
Stability of value orientations of participants in international academic mobility programmes
The development of the higher education system definitely involves the development of the values and meanings of an individual. Academic mobility programmes are the means of achieving this, which enable all participants of the educational process to learn the experience of other educational institutions and countries. Identify the value orientations of participants in international academic mobility programmes. The research employed method questionnaires. Descriptive analysis, dispersion analysis, and regression analysis were used for statistical processing of the results. It was found that students who participated in international academic mobility programmes are characterized by a qualitative change in value priorities, they consider the expansion of their worldview the main motivation of mobility, and the cultural and educational value as the main one. It was proved that the term of mobility, the country of residence, and motivation do not affect the students’ life values. The obtained research results can be used to expand the possibilities of academic mobility programmes, develop true European values in students, and enrich the experience. Further research may focus on identifying the competencies that can be formed or improved in the participants of international academic mobility programmes and the related means.
Student-scientist collaboration in the global learning and observations to benefit the environment program
The study aims to determine how one-year collaboration experience on a research project affects the recognition of collaboration benefits and the development of a student’s interest in science. 141 students did research projects in 33 collaborative groups with two scientists within the global learning and observations to benefit the environment (GLOBE) program, after which they filled out the 5-point Likert-scale questionnaire. Results show no significant difference in student attitudes about collaboration between gender and educational level. Extremely affirmative students think that important things about collaboration are: the positive influence on their knowledge, improving project writing skills, gaining self-confidence, and growth of the quality of the project. Students who appreciate scientists recognize that they achieve a better understanding by collaborating with them. Students have positive attitudes about future work in the field of science, especially older students. It was established that developing research projects with scientists affects students’ choice of a scientific career. Students who feel under stress, think that they achieve less understanding during the research process. Boys are focused on the negative aspects of collaboration, while girls are more focused on collaboration’s effects on their knowledge. Future studies can investigate if interest in science remains over the years, the effect of collaboration on scientific literacy and expanding basic knowledge.
Assessing digital competence and its impact on academic performance: insights from Universiti Malaysia Sarawak undergraduates
Information and communication technology (ICT) has become an essential part of the daily lives of tertiary students. However, research into assessing digital competency and its effects on academic performance is still limited. This paper explores students’ needs for digital competence, the impact of digital access on academic performance, and the relationship between digital competence and educational success, focusing on undergraduates at Universiti Malaysia Sarawak (UNIMAS). Using a model with 64 measurement items and nine variables, the study identifies significant correlations between information and data literacy (IDL), safety and security (SS), and problem-solving (PS) proficiency with digital competence. Conversely, communication and collaboration (CC) and digital content creation (DCC) show statistically insignificant correlations. Additionally, while digital resource availability has a minor inverse correlation, digital usage is significantly and positively related to digital competence. The findings suggest that digital competence strongly predicts academic performance and that most undergraduates exhibit advanced proficiency in essential digital skills. This research highlights the crucial role of digital competence in enhancing educational outcomes and offers insights into key competencies linked to digital effectiveness.
Implementation of 4C skills through problem solving: a study among mathematics teachers in Malaysia
In the current realm of education 4.0, teachers play a pivotal role as facilitators of holistic skill development. The shift in focus towards accentuating creativity, communication, critical thinking and collaboration (4C) skills signifies an acknowledgment of the changing demands brought about by the industrial revolution 4.0. This transformation in educational approaches contributes significantly to the collective adaptability and innovative potential of succeeding generations. Against this backdrop, this study was conducted to investigate how mathematics teachers in Malaysia implement the 4C skills, specifically through problem-solving. The study applied a survey method involving 250 mathematics teachers in Malaysia. Data were collected using a questionnaire, meanwhile, descriptive statistics were used to analyze and present the research data. Overall, the study’s outcomes revealed that mathematics teachers exhibit adeptness in effectively integrating the 4C skills within the context of problem-solving. However, the study also brought to light challenges encountered by mathematics teachers, particularly in the realm of creative teaching, especially when incorporating technology. These identified challenges resonate with broader concerns in the educational landscape, underscoring the imperative for robust support systems, continual professional development initiatives, and a transformative shift in the educational paradigm towards embracing innovative teaching methodologies.
Entrepreneurship education impact on entrepreneurial intention: theory of planned behaviour approach
The food industry plays a substantial role in the economic development of every nation. Furthermore, intention has a crucial influence on fostering the emergence of new entrepreneurs. While numerous studies have emphasised the significance of cultivating entrepreneurial intentions, there is a scarcity of research investigating the process by which culinary entrepreneurial intentions (foodpreneurial) are developed among vocational high school students. This study investigates the construction and evaluation of a framework for fostering entrepreneurial aspirations among vocational high school students specialising in culinary arts, employing the theory of planned behaviour (TPB) methodology. The participants in this sudy were vocational high school students who were asked to provide their perspectives on various aspects, including entrepreneurship education, attitudes towards the behaviour, perceived behavioural control, subjective norms, and foodpreneurial intentions. Structural equation modelling (SEM) data analysis facilitated by the SmartPLS software. This study findings indicate that vocational high school students’ intentions to engage in culinary entrepreneurship are significantly impacted by their attitudes towards the activity, their perception of behavioural control, and subjective norms. Furthermore, entrepreneurial education influences entrepreneurial intentions via the three antecedent factors of the TPB. The findings of this research carry significance for both theoretical and practical advancements concerning the process by which entrepreneurial intentions are formed among students enrolled in vocational high schools and vocational higher education.
Predicting mathematics teaching anxiety from mathematics performance and mathematics anxiety
This study aims to identify the predictors of mathematics teaching anxiety among Filipino preservice elementary teachers. This research utilized a descriptive-correlational research design. Data were obtained through a descriptive survey from 145 students, selected using stratified random sampling from a state university in Central Luzon, Philippines. The study administered the adopted mathematics anxiety scale-UK, the mathematics teaching anxiety scale, and a mathematics test. According to our findings, mathematics performance and mathematics teaching anxiety were negatively correlated. On the other hand, a positive correlation emerged between mathematics anxiety and mathematics teaching anxiety. Furthermore, this study employed stepwise regression analysis. Our results showed that “mathematics evaluation anxiety”, a parameter of mathematics anxiety significantly predicts respondents’ mathematics teaching anxiety. Examining the predictors of mathematics teaching anxiety is crucial for improving teacher preparation, enhancing teaching quality, and creating a positive learning environment.
Exploring effective strategies for health education in schools: a systematic review
Considering the pressing need for effective health education in primary schools, this systematic review rigorously evaluates various strategies designed to enhance students’ health knowledge, attitudes, and behaviours. The primary objective of this study is to assess the efficacy, challenges, and outcomes of health education programmes that utilise interactive and participatory methods, such as project-based learning and peer education. The study methodology adheres to the preferred reporting items for systematic reviews and meta-analyses or PRISMA framework. Utilising advanced search techniques across Scopus and Web of Science (WoS) databases, a total of (n=35) relevant studies between 2020 to 2024 were identified and subjected to thorough analysis. This article synthesizes findings from the final articles into three main themes: Integrative approach in health education, digital and distance learning strategies (DDLS), and ethical and cultural challenges in health education. This review underscores the critical importance of integrating health education within the broader school curriculum, actively involving parents and the community, and implementing culturally tailored approaches. The review shows positive outcomes but also highlights the need for better teacher training and resource allocation, requiring collaboration from educators and policymakers. It emphasizes the potential of these strategies to foster lifelong healthy behaviors and calls for more research to address challenges and assess long-term effects.
Linguistic features of the writing competence of the alternative learning system students
This study examines the linguistic proficiency of the Philippines alternative learning system (ALS) learners, focusing on their writing skills. ALS offers flexible education through school-based and community-based modalities, using standard modules across various subjects. An assessment titled “The students’ greatest responsibility” showed that the linguistic development level (LDL) for two schools was “developing,” with a weighted mean score of 79%, indicating that basic writing skills are still being developed. Two additional schools had students at the “approaching proficiency” level, with mean scores of 81% and 82%, reflecting basic discourse competence. Identified errors reveal implications for the ALS curriculum: cognitive problems, such as difficulties in generating ideas and organizing thoughts, suggest a need for activities that enhance critical thinking and creativity. Graphomotor issues, including writing short sentences and slow writing, indicate potential motor skill difficulties affecting written expression. Problems with paragraph unity, including cohesion and coherence, highlight a need for better writing structure and organization. Addressing these issues through targeted curriculum interventions could improve students’ academic performance and confidence, enhancing their readiness for further education and employment.
Enhancing biology conceptual understanding through guided inquiry laboratory activities
The study investigated the impact of guided inquiry-based laboratory experiments enriched instructional (GIBLEI) approach on conceptual understanding of tenth grade students in biology. The study included two purposively chosen schools and used a quasi-experimental design with non-equivalent groups. A class was randomly assigned as the experimental group (EG) and the other as the control group (CG). Over an eight-week period, the EG received instruction through the GIBLEI approach, while the CG followed traditional laboratory experiments. Statistical analyses, including Welch’s t-test and analysis of covariance (ANCOVA), showed a significant improvement in post-test scores for the EG, demonstrating the effectiveness of GIBLEI. Furthermore, the Wilcoxon signed-rank test indicated a notable increase in understanding between the pre-test and post-test in the EG. The results of an independent samples t-test also showed no significant difference in performance between male and female students in the EG. This suggests that the instructional approach used in the study is equally effective for both genders, promoting an inclusive learning environment. These findings suggest that GIBLEI can significantly improve students’ understanding of biology concepts. Therefore, incorporating this approach into biology curricula may help enhance overall learning outcomes.
The role of collective reflection in the formation of group identity in the school environment
The formation of the school community group identity is ensured by the ability of each member to collectively analyze their activities and their consequences. “My class”, methods of determining the state of formation of the active self-concepts, and fundamental interpersonal relations questionnaire (FIRO) were used in the study. Descriptive analysis, variance analysis, and correlation analysis were used for statistical processing of the results. The sample is randomly randomized and consists of 230 people, which ensures its representativeness. Of them, 130 are girls and 100 are boys. The results of the study showed that elementary school students have high levels of both personal and collective reflection, as well as high levels of group cohesion. There were no statistically significant gender differences in scores on collective reflection and group identity. The findings of this study provide the basis for creating effective tools for the development of primary school students’ collectives, which will allow directing collective activity towards targeted educational and training goals. In the future, it is worth studying the dynamics of the development of collective reflection, which affects group identity, in critical periods of school education: primary school, secondary school, and senior school.
Surveying high school graduates’ interest in physics studies
Socioeconomic growth is largely influenced by education, which promotes equality and creativity. Recent trends show a sharp drop in high school graduates’ enthusiasm in pursuing the natural sciences, particularly physics, despite past and present dedications to high-quality education. With an emphasis on physics, this study explores the choices and views of Kosovan high school students on their future education. An online survey was conducted among 3144 high school graduates across three cities in Kosovo. The poll looked at the students’ experiences with physics in elementary and secondary school, their future educational goals, and how satisfied they were with the physics instructors and lab settings. The results reveal a strong preference for studying any engineering sciences over physics, with only a small percentage considering physics as a viable field of study. The findings highlight significant dissatisfaction with the difficulty and monotony of physics courses from primary and secondary schools, inadequate laboratory conditions, and lack of engaging teaching methods. Several recommendations have been made to address these issues. By focusing on these improvements, educational institutions, and policymakers in Kosovo can better support students, enhance the overall quality of higher education, and align with global trends where interest in exact sciences is similar.
Fuzzy Delphi method for project approach module in early science for children
This study focuses on designing a project-based learning module for early science education for home-based learning. The module comprises four dimensions: plants, planets, magnets and robotics, and weather. Using a quantitative approach and the design and development research (DDR) method, 15 early childhood education (ECE) experts were surveyed through a questionnaire with 20 items on a seven-point Likert scale. The Fuzzy Delphi method (FDM) with triangular Fuzzy numbers (TFN) was employed for data analysis, revealing a high level of expert consensus on the essential components of the module. The study achieved over 75% agreement, exceeding the threshold value (d) of 0.2 and α-cut of 0.5. Each dimension received favorable acceptance scores: plants (0.874), magnets and robotics (0.890), planets (0.918), and weather (0.903). The study emphasizes the acceptability of expert opinions on these dimensions, providing a valuable resource for early science education at home. The findings support addressing gaps in contributing to achieving sustainable development goal 4.2 by ensuring access to quality education for children.
Students’ transition experiences in the seventh grades in a laboratory school
The transition to high school often induces feelings of discomfort among students, potentially leading to stress and challenges, especially given their diverse socioeconomic backgrounds. If left unaddressed, these difficulties may contribute to disengagement, classroom challenges, and, in some cases, academic setbacks or dropping out. This study examines the transition experiences of grade seven students (n=144; 81 females and 63 males) enrolled in a laboratory school in Leyte. It focuses on their perceived appreciation of their former schools, the importance of acquired competencies, and the difficulties encountered during the transition. Findings indicate that respondents generally highly appreciate their former schools and recognize the value of the competencies they developed while reporting moderate difficulty levels in the transition. Students from public schools, in particular, showed a strong appreciation for their previous school environment and competencies. Additionally, students with higher grades expressed a greater appreciation for their former school and reported lower levels of difficulty in adjusting. The results suggest that enhancing school engagement and fostering a sense of belonging could ease the transition process, helping students better adapt to their new environment.
Attitudes of tenth grade students in Jordan towards vocational education
This study aims to identify tenth grade students’ attitudes towards vocational education in Jordan, as well as this attitude’s relationship with the gender variable. The analytical descriptive approach was used to achieve the goals of this study. A questionnaire consisting of 25 items was created covering six fields: the professional field, the administrative field, the health field, the economic field, the media field, and the educational field. This questionnaire was distributed to a sample of 1,184 male and female students in the schools of the Jordanian Ministry of Education in the first semester of the academic year 2022/2023. After conducting the appropriate statistical treatments to tenth grade students’ attitudes towards vocational education in Jordan, the results were a medium degree of correlation on the tool as a whole and on all of the areas of study mentioned. There was a lack of statistically significant trends within a 95% confidence interval α≤0.05 for the gender variables (male and female students).
Research productivity of teacher educators in a Philippine state university
Research productivity in higher education institutions (HEIs) is essential for university rankings and quality assurance. However, studies show that Filipino researchers, particularly in HEIs, have low research output. This quantitative study focuses on the research productivity of 100 teacher educators at a Philippine state university, analyzing it in relation to their professional characteristics. The results reveal generally low research productivity, especially in externally funded projects, research utilization, citations, awards, and intellectual property registrations. Significant differences in research productivity were found based on years of service, educational attainment, faculty rank, research teaching experience, and seminar participation. Teacher educators with more years of service, advanced academic degrees, higher academic ranks, research teaching experience, and greater seminar attendance tend to have higher research productivity. To improve research output, institutions should prioritize faculty professional development.
A cross-sectional study on the secondary school students’ subjective happiness and attitudes towards mathematics
Students’ subjective happiness and attitudes toward learning a subject matter are two factors that could affect learning. These variables are essential for successful instruction. This study ascertained students’ subjective happiness and attitudes towards mathematics of secondary school students grouped according to different variables and their relationship. The correlation of the two variables was also determined. Descriptive-correlational research was utilized in the study, and 300 randomly chosen students were chosen as participants. Using two adopted questionnaires, results showed a less happy student compared to the average person and a moderate level of attitude towards mathematics. These results are the same for all variables involved in the study, like sex, year level, family monthly income, daily allowance, and other variables. Results further showed a weak but significant positive correlation between the two variables involved. This suggests that the students’ level of happiness may be a potential factor that can influence their attitudes toward mathematics. School stakeholders may find ways to improve students’ well-being, happiness, and attitude, which could, in turn, improve mathematics performance.
Enhancing Malay essay writing through scaffolding: a pedagogical approach
Essay writing is crucial for students as it fosters effective communication and improves critical and analytical thinking. This study investigates the impact of scaffolding techniques on Malay language essay writing proficiency among year 5 students in Malaysia. Based on Vygotsky’s socio-cultural theory, scaffolding offers structured support that gradually disappears as students gain proficiency. A quasi-experimental design was employed, comparing an experimental group using scaffolding methods with a control group following traditional teaching. Results revealed that scaffolding significantly improved students’ essay length, coherence, and overall content quality. The experimental group demonstrated higher scores and greater independence in writing. These findings support the integration of scaffolding in essay instruction to enhance student performance and autonomy in writing. Further research should explore its applicability across diverse age groups and contexts.
Professional development in classroom assessment: a systematic literature review
Professional development in classroom assessment techniques plays a crucial role in enhancing student learning outcomes. The preferred reporting items for systematic review and meta-analysis (PRISMA)-guided systematic review of the research literature assesses these programs to identify effective methodologies, research limitations, and trends in development, providing evidence-based recommendations for education leaders and policymakers. A structured search of Scopus and Web of Science databases, using keywords “classroom,” “professional development,” and “assessment,” yielded a final set of 43 studies. The analysis revealed four major themes: i) student-centered education; ii) classroom practices and teacher development; iii) specialized education and teacher training; and iv) assessment in education. The review demonstrates the impact of professional development programs (PDP) on teachers and addresses challenges in improving student achievement. By adhering to recognized standards for systematic reviews, this study provides a comprehensive analysis of professional development in classroom assessment, highlighting various strategies, obstacles, and successes. The findings emphasize the significance of efficient assessment for student learning outcomes and offer insights into enhancing PDP in this critical area of education.
Psychoeducation research trends: what the data says?
Psychoeducation, merging educational strategies with psychological insights, is pivotal in modern psychology for managing mental health. Understanding psychoeducation trends is vital for its optimization as mental health awareness grows. This study conducted a comprehensive bibliometric analysis of psychoeducation research over the past decade, identifying countries, organizations, researchers, and research theme trends on psychoeducation. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a bibliometric analysis of psychoeducation literature from 1944 to 2024 was performed. Data were sourced from the Scopus database, focusing on peer-reviewed English journal articles. VOSviewer software provided a quantitative assessment of the field’s structure and dynamics. Findings indicate significant growth in psychoeducation research, particularly from 2020 to 2024, with rising publications and citations. The United States led contributions, followed by the United Kingdom, China, and Australia. Major institutions included the University of Minnesota Twin Cities and Arizona State University, with notable journals such as “frontiers in psychology” and “psychology in the schools.” Influential researchers like Everett L. Worthington, and Bob Algozzine, were prominent. This study outlines psychoeducation’s evolution, highlights future research areas, and offers evidence-based insights for enhancing psychoeducational interventions and mental health outcomes globally.
Developing short stories in teaching both physics content and reading skills
The Philippine basic education continually languishes at the bottom in programme for international student assessment (PISA) and low achievement in national achievement test (NAT) thus the need for creative learning supplementation is a must. This study attempted to use reading as platform to engender science learning thereby hitting two goals in one intervention. Six contextualized science-infused reading materials were developed corresponding to the six topics in grade 7 science and utilizing the analysis, design, development, implementation, and evaluation (ADDIE) model as the developmental framework. The material passed the department of education criteria in terms of language evaluation and format while the content was evaluated by field experts. The material has an average lexical density of 51.45 and Flesch-Kincaid grade level of 7.80. The pandemic limited the target respondents to 54. Initial results showed that the material can possibly contribute to science learning based on the medium normalized gain. In terms of intrinsic motivation, all areas were rated high indicating that the users are well-motivated in using the reading material. The material also points to its potential to positively impact reading fluency. It is recommended that similar material be developed for all physics content in all levels from grade 3 to grade 10 and possibly be replicated in other science area.
Using hologram-based modules to address learning loss in elementary students
Learning loss can be characterized by several things such as a lack of student interest in learning where students are not focused and easily lazy in learning. This learning loss will get worse if the material presented in the lesson is abstract in nature and cannot be seen in real terms by students. With the use of a hologram projector, this study intends to evaluate the efficacy of interactive learning media in the form of hologram-based learning modules. In this case, quasi-experimental research methodology through nonequivalent control group design was employed in this study. The sampling technique is purposive sampling. The two sample classes used are class VI A (control) VI B (experimental). The results of the independent t-test on sig. (2-tailed) of 0.001<0.05 indicate a significant difference between the results of the control class and the experimental class. The effectiveness of the N-Gain pretest and posttest of student learning outcomes in the control class were 0.25 in the low category and 0.57 in the experimental class in the medium category. Therefore, the study findings indicate that hologram-based module, aided by a holographic projector, was deemed to be useful for use in the learning process. The conclusion of this study is that it is expected that teachers and educators will be able to employ engaging and tangible learning materials and be supported by technology, with the usage of holograms being one of the choices.
Trends and trajectories in MOOCs research terrain: a bibliometric mapping from 2008 to 2023
Massive open online courses (MOOCs) have gained rising popularity as a transformative approach to making education accessible to a global audience. This bibliometric review aims to map the evolving landscape of MOOCs research from 2008 to 2023, analyzing 2,026 Scopus-indexed articles using VOSviewer 1.6.20. The findings highlight a publication surge, particularly after 2013, driven by technological advancements and the global shift toward accessible education. China and the US were found to lead in publication volume, and journals such as ‘the International Review of Research in Open and Distance Learning (IRRODL)’ and ‘computers and education’ stand out for their publications and influence. Further, the co-authorship analysis reveals a core group of 17 prominent authors; however, many authors remain unconnected, indicating potential for future collaboration. Meanwhile, the co-citation analysis highlights influential works emphasizing instructional quality and self-regulated learning in MOOCs. Additionally, keyword occurrence marks emerging research themes, including ‘e-learning,’ ‘distance learning,’ ‘self-regulated learning,’ and the integration of ‘AI and learning analytics,’ demonstrating the field’s technological evolution within MOOCs. These findings suggest that MOOCs, enriched with advanced technologies, can enhance educational accessibility, particularly in underserved regions, contributing to sustainable development goal 4 (SDG 4).
Perspectives on flexible learning towards the development of proposed quality assurance framework for HyFlex learning
Quality assurance is a significant part of achieving sustainable development goal 4 and has remained a challenge to higher education institutions (HEIs) worldwide. Thus, this paper aims to propose a quality assurance framework for hybrid-flexible (HyFlex learning) learning based on the perspectives of faculty and students. This study utilized a descriptive developmental mixed-method research design to dissect the richness and beauty of the data collected using the self-developed survey questionnaire and interview protocol guide. The findings revealed that both students and faculty preferred the utilization of flexible learning as their learning modality. Also, a significant difference when grouped according to UNESCO’s quality and learning indicators is also observed in the study. Accessibility and usability, learning assessment strategies, vision and institutional leadership, learning activities and learning interaction, instructional materials, social and student engagement, stakeholders’ support, course structure, learning outcomes and competencies, evaluation and feedback, social and student engagement, flexibility and adaptability of education, security and safety, and infrastructure, facilities, and equipment were the emergent themes which were utilized to craft the quality assurance framework. The proposed framework provides a transparent and reliable workflow for implementing, monitoring, and evaluating quality assurance of all HyFlex learning modalities in the university.
Assessing novice programmers’ perception of ChatGPT: performance, risk, decision-making, and intentions
This study explores the novice programmers’ intention to use chat generative pretrained transformer (ChatGPT) for programming tasks with emphasis on performance expectancy (PE), risk-reward appraisal (RRA), and decision-making (DM). Utilizing partial least squares structural equation modeling (PLS-SEM) and a sample of 413 novice programmers, the analysis demonstrates that higher PE of ChatGPT is positively correlated with improved DM in programming tasks. Novice programmers view ChatGPT as a tool that enhances their learning and skill development. Additionally, novice programmers that have a favorable RRA of ChatGPT tend to make more confident and effective decisions, acknowledging potential risks but recognizing that benefits such as quick problem-solving and learning new techniques outweigh these risks. Moreover, a positive perception of ChatGPT’s role in DM significantly increases the inclination to use the tool for programming tasks. These results highlight the critical roles of perceived capabilities, risk assessment, and positive DM experiences in promoting the adoption of artificial intelligence (AI) tools in programming education.
Development of a web-based interactive infographic module for learning Arabic grammar at a Malaysian university
Arabic grammar textbooks often contain complex and detailed explanations that can make them challenging for students to master and understand. The utilization of technology can now help resolve this issue through web-based infographic innovations. Infographics are a method of presenting information that is easy and quick to comprehend, which suits the conveyance of complex information for Arabic grammar learning. Accordingly, this study aims to develop a web-based interactive infographic module for Arabic grammar learning. The design and development research (DDR) approach was adopted to design and develop the module, grounded in the Sidek module construction model, infographics design model (IDM), and constructivism theory. The module’s development process involved a needs analysis phase, a design and development phase, and a usability evaluation phase. The creation of module components and elements involved the consensus of ten experts through the Fuzzy Delphi technique. The content validity of the developed module was assessed by five experts based on a modified version of Russell’s module content validity questionnaire. The study’s findings suggest that the developed module has high content validity. In conclusion, this module has the potential to be utilized by students for self-learning Arabic grammar and is also apt for online learning, offering a more engaging and efficient experience.
Unleashing gamification: a systematic review in primary schools
The implementation of gamification in primary education has garnered significant attention for its potential to enhance learning experiences and outcomes. This systematic review examines the integration of gamification across various subjects in primary education from 2022 to 2024, focusing on the types of strategies employed and their impacts. By analyzing 27 studies selected through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, this review reveals that gamification is widely applied in subjects such as language learning, mathematics, science, and many topics utilizing both digital and non-digital approaches. The findings indicate improvements in academic performance, motivation, engagement, and skill development. However, gaps remain in understanding the long-term effects, impacts on different learning styles, and potential negative consequences. Future research should explore these areas through longitudinal studies and the integration of emerging technologies in gamified learning environment.
Gamified online business simulation: enhancing student motivation in entrepreneurship
Entrepreneurship education is growing because of innovative technologies such as artificial intelligence (AI)-based business simulation and gamification. However, there are different responses to gamification-based learning. This study aims to identify the factors that influence learning in gamified business simulation using the self-determination theory (SDT) approach. This study uses a quantitative approach with an online survey of 160 university students learning entrepreneurship through an enterprise resource planning (ERP) based business simulation enhanced with AI and gamification elements. Data were analyzed using importance-performance map analysis (IPMA) to evaluate four primary constructs: autonomy, competence, presence, and relatedness. The analysis results show that the presence construct is fundamental and performs well. While relatedness is fundamental, its performance needs to be improved. The autonomy and competence constructs perform adequately but do not require significant changes. The results also emphasize the importance of strengthening the elements of realism and social interaction in gamified business simulations. Developers and educators should improve the presence and relatedness elements to increase student motivation and engagement. Periodic evaluations and adjustments according to student needs are also necessary to ensure the long-term effectiveness of the simulation. This research provides valuable insights for developing more effective technology-based learning methods in supporting entrepreneurship education.
Energy education: adapting to learning preferences and pedagogical strategies
Addressing diverse learning needs in energy education is vital for fostering environmental awareness and sustainability. This study aims to identify students’ learning preferences, the challenges teachers encounter when teaching energy-related topics, and the most effective pedagogical strategies to address these challenges. Using a mixed-methods approach, quantitative surveys were administered to 163 15-year-old students in Bintulu, Sarawak, to assess learning preferences, demographic characteristics, and the difficulty level of various science topics, complemented by qualitative semi-structured interviews with three experienced science teachers. Quantitative data were analyzed using descriptive statistics to reveal trends and patterns, while thematic analysis of interview data provided deeper insights into teaching challenges. The study found “energy and sustainable life” to be the most challenging theme while teachers highlighted four major obstacles: i) abstract concepts; ii) weak mathematical skills; iii) terminology confusion; and iv) resource constraints. Effective strategies identified include incorporating digital learning tools, interactive and real-world applications, and enhanced teacher support. These findings underscore the need for tailored instructional approaches that leverage technology and address diverse learning preferences to improve student engagement and comprehension in energy-related topics. Future research should focus on developing innovative teaching methods and evaluating their long-term impacts on student learning and environmental consciousness.
Educational leadership innovation: a recent comprehensive structured review
This study provides a systematic review of innovation in educational leadership, a pivotal domain in the dynamic field of educational practices. Despite increasing interest, a comprehensive understanding of how innovation shapes educational leadership and its outcomes remains limited. To address this gap, this review examines studies published up to 2024, retrieved from reputable databases such as Scopus and Web of Science. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, 33 primary studies were selected for in-depth analysis. The findings are categorized into three key themes: i) digital and technological transformation in education, ii) leadership styles and professional development, and iii) innovative strategies and change management. The review highlights significant advancements in these areas, yet underscores the need for further exploration of their long-term impacts, particularly in diverse educational settings. This work contributes by synthesizing current trends and practices in educational leadership innovation, identifying existing challenges, and proposing pathways for future research. These insights aim to support the development of effective and scalable leadership innovations, ensuring adaptability and impact across various educational environments. This review ultimately serves as a foundation for advancing educational leadership to meet the evolving demands of the 21st-century education landscape.
Exploring academic resilience among vocational students; development of measurement tools
Vocational students have a greater capacity to overcome academic adversity, and the role of academic resilience is essential to positive academic outcomes and future careers. Exploring the academic resilience of vocational school students requires valid and reliable measurement tools. This study aims to develop a measurement tool for academic resilience in Indonesian vocational school contexts and its evidence validation. This study involved 206 students from various vocational fields in several public vocational schools in Kupang City, Indonesia, with a multistage sampling technique. Twenty-item academic resilience measurement tools were utilized. Validate of the construct was assessed with exploratory factor analysis (EFA) and Alpha Cronbach for reliability. The results demonstrated by both the Kaiser-Meyer-Olkin test and Bartlett’s test confirm adequate data. EFA highlights the single-factor model. A total of twelve items were removed, and eight items were qualified, with the highest loading factor score of 0.816 and the lowest score of 0.547. The reliability confirms the high category (0.96). The whole procedure resulted in a measurement tool of eight items to assess academic resilience and contributed to evaluating the efficacy and treatment in Indonesian vocational schools.
Self-regulated learning of alternative learning system senior high school learners in flexible learning modality
The alternative learning system senior high school (ALS SHS) practiced flexible learning as its learning modality to give more opportunities and convenience making the program more inclusive and responsive to learners’ needs. It also ensures that learners adhere to instructional competence and self-regulated learning (SRL). However, there is a lack of evidence under the program about the dissection of SRL. Hence, this sequential explanatory mixed method research aimed to evaluate SRL vis-à-vis the weaknesses and challenges encountered by ALS SHS learners enrolled in one public senior high school (SHS) in the City of Meycauayan, Bulacan. The findings showed that most respondents were early and middle adults, female, and currently working and demonstrated an observable SRL. There is a significant difference in SRL among learners when the profile is considered. The challenges encountered are focused on strategic academic planning and goal setting, preparedness and awareness in SRL, and support groups. The proposed capacity-building program aimed to offset the challenges encountered and improve the SRL of ALS SHS learners. Furthermore, this study affirmed the goodness-of-fit between the context of the research and the theory of SRL in improving the SRL of ALS SHS learners.
Evaluating impact of digitalization on higher education quality
This research employs the spherical fuzzy analytic hierarchy process (SFAHP) to prioritize key factors shaping the higher education quality in Ho Chi Minh City, Vietnam within the context of increasing digitalization. Through a structured hierarchy encompassing criteria such as accessibility of digital resources, adaptability and innovation, pedagogical integration, student engagement, and technological infrastructure, a novel decision-making approach was applied in this study to evaluate the relative importance of these facets, using in-depth expert interviews. The findings underscore pedagogical integration and student engagement as pivotal, indicating the essential role of innovative teaching methodologies integrated with technology. Additionally, accessibility of digital resources emerges as critical, emphasizing the imperative of equitable access to technological tools for diverse student demographics. Lower-ranked criteria such as adaptability and innovation and technological infrastructure, though deemed less critical, are foundational for fostering an agile, innovative, and technology-empowered educational ecosystem. The implications drawn from these findings provide a strategic direction for policymakers and educational stakeholders, aiming to enhance the quality, accessibility, and relevance of higher education in Vietnam’s dynamic digital landscape. This framework could be expanded to different educational contexts to effectively integrate technology in learning environments.