International Journal of Research in Education and Science
The International Journal of Research in Education and Science (IJRES) is a peer-reviewed scholarly online journal. The IJRES is published quarterly in Winter, Spring, Summer, and Fall. There is no publication fee in the IJRES. The IJRES is an international journal and welcomes any research papers on education and science using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, book reviews, and review articles. The focus of the journal is mainly on education so submissions from science areas should have educational aspects. The journal is aimed at covering educational topics. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJRES. Please consider that editor and reviewers invest significant time in the submission. Thus, the submission cannot be withdrawn without the approval of the editorial office during the review, the revision, the production after acceptance or publication process. The submission is first reviewed by the editorial team. This initial review is completed in two weeks. If the submission passes the initial review, then the blind review takes about 6 months. The journal has a double-blind review process. Any manuscript submitted for consideration in publication in the regular or special issue of the journal is reviewed by at least two international reviewers with expertise in the relevant subject area. The final author versions of the papers should be proofread in terms of language and APA style. If any paper does not meet the language and/or APA style standards at any level of review or publication process, then it will be rejected. Please use an institutional email address for the contact author. Requests or submissions submitted using alternative or generic email addresses (e.g.; @gmail.com, @yahoo.com, @hotmail.com) will not be processed. Use of generic emails prevents unambiguous identification of the author. The template is not mandatory for articles submitted for review. The template can be used for accepted papers.
International Journal of Research in Education and Science (IJRES)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Impact of the Flipped Classroom Model on Middle School Students’ Academic Achievement and 21st Century Skills
The aim of this study is to investigate the effects of the flipped classroom model on the academic success and 21st century skills of middle school students in the unit of systems in our body. The study was conducted with 6th grade students studying in a state school in Istanbul. In the study, an applied study was conducted with two experimental groups (n=29) and one control group (n=18). The flipped classroom model was applied in experimental groups, and the control group was taught in accordance with the curriculum. In the study, a quasi-experimental design with a pre-test post-test control group was used, which is one of the quantitative research methods. The data of the study were obtained with the academic achievement test and the 21st century skills scale. According to the results obtained in the study, the academic success of the students differed significantly in the classes where the flipped classroom model was applied compared to the classes where the current curriculum was applied. In addition, it was determined that the flipped classroom model positively developed the 21st century skills of the students.
Copyright (c) 2025 International Journal of Research in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
Improving the Biomedical Pipeline: Long-term Outcomes of An Undergraduate Internship
Undergraduate science majors entering their final (senior) year face a critical decision: whether to pursue post-baccalaureate degrees and continue on the path to careers in biomedical, medical or public health fields. Large disparities in socioeconomic factors contribute to the high rate of attrition of under-represented minority (URM) students from historically excluded communities (HEC’s) at this key decision point. Here, we present outcome data for six cohorts (2011-2016) of rising seniors (n=163) who participated in the Fred Hutchinson Cancer Center’s Summer Undergraduate Research Program (SURP). The SURP recruited a diverse population of science majors for a nine-week intensive research internship during the summer between junior and senior year. The interns engaged in research experiences in Fred Hutch laboratories and research groups while participating in professional development workshops designed to enable them to be competitive for admission to top master’s, doctoral, medical and dual degree programs. In spite of historically documented disparities in advancement of students from HEC’s, we demonstrate that an intensive internship that combines realistic research and professional development components can increase the obtainment of advanced degrees (n=80, 51.6%) for all participants regardless of racial, ethnic or socioeconomical background.
Investigating the Adversity Quotient and Its Impact on EFL Learners: An Understand-Cultural Study
Mastering a foreign language involves overcoming linguistic challenges, cultural differences, and psychological barriers. The Adversity Quotient (AQ), a concept that measures an individual's ability to cope with difficulties, plays a crucial role in language learning. This study examines AQ levels among Thai EFL learners and explores its influence on their learning experiences. A mixed-methods approach was employed, combining AQ assessments, semi-structured interviews, and focus group discussions. To ensure diverse participation, a randomized stratified sampling method was used, selecting students from different academic years. The findings reveal that learners with higher AQ demonstrate greater resilience, persistence, and adaptability, enabling them to manage setbacks more effectively. Moreover, cultural background significantly impacts how students perceive and respond to learning challenges. The study underscores the importance of integrating AQ-enhancing strategies into EFL instruction to foster perseverance and self-directed learning. The results provide insights for educators and policymakers on creating supportive learning environments that help students navigate adversity in language acquisition.
Preservice Elementary Teacher Readiness to Teach Using Inquiry After a Blended Science Content and Methods Course
A mixed methods study was used to investigate the influence of blended learning on preservice teachers’ readiness to teach using inquiry-based learning. Online science teaching methods activities were added to a face-to-face science content class for the preservice teachers to improve their readiness to teach using inquiry-based learning. An instrument, the Teacher Readiness Survey, was developed and validated, and then used to collect pre- and post-test scores. Four factors related to teaching were observed using confirmatory factor analysis. Inferential statistics, t-tests, two-way ANOVA, and regressions were used. Cohen’s d effect sizes were also used. An open-ended survey was used to obtain qualitative data. A significant improvement in teacher readiness to use inquiry-based learning was observed. Regression analysis indicated that some of the four factors obtained during the confirmatory factor analysis had a predictive influence on each other, while others did not. The qualitative data provided more information on why this improvement was observed. These results inform targeted recommendations for teacher training and suggest avenues for further investigation.
Impact of Cross-Disciplinary Project-Based Learning Approach on Students’ High Order Thinking Skills
Despite the recognized efficacy of project-based learning (PBL) in fostering students' conceptual understanding, there is a notable gap in comprehensive research on its cross-disciplinary aspects, especially within the Lebanese context. This study seeks to investigate the impact of the Cross-Disciplinary Project-Based Learning Approach (CDPBLA) on the development of higher order thinking skills (HOTS) among Lebanese secondary school students through the implementation of everyday life research projects. The central research question probes whether the utilization of cross-disciplinary project-based learning approach could contribute to improvements in students' HOTS. By exploring the effectiveness of CDPBLA in the Lebanese educational context, this research aims to provide valuable insights into the potential of cross-disciplinary project-based learning to enhance HOTS skills acquisition and practice among secondary students. The results show promising outcomes where cross-disciplinary project has helped students in fostering many of their HOTS skills.
Cross-Disciplinarity Project-Based Learning
Evaluation of English Language Teaching via Objective-Based Curriculum Evaluation Model
This study explores the effectiveness of a curriculum designed to teach the Simple Past Tense to high school preparatory students within a communicative and student-centered framework. The participants were 24 male students, aged between 14 and 15, all possessing A2-level English proficiency. Through a combination of pre- and post-tests, the study assessed progress in students’ core language skills: speaking, listening, reading, and writing. Additionally, both teacher and student observation forms were employed to examine classroom engagement and instructional impact. For one week, the lessons emphasized real-life application of the past tense, aiming to create meaningful and interactive learning experiences. Quantitative data were analyzed using dependent samples t-tests to identify any significant improvements in language performance. Complementary to this, qualitative data from observation forms were subjected to thematic analysis to uncover patterns related to participation and instructional effectiveness. Findings suggest that integrating grammar instruction with real-world tasks enhances student engagement and reinforces learning outcomes. The study highlights the importance of balancing form-focused instruction with communicative practices and offers implications for refining grammar teaching strategies in similar contexts.
Assessment and Modelling of Research Undertaking, Digital-Technology Construct and Researchers’ Statistical Software Skills
The study investigated the structural equation modelling of nine variables consisting of research undertaking, digi-tech construct (digital nativity, category of adoption of digital technologies, digital literacy, digital citizenship, statistical software anxiety, self-efficacy and knowledge) and researcher statistical software skills in the Sub-Sahara Africa. Human Functioning Theory and ex-post facto design were adopted. Multi stage sampling techniques were used to select 744 researchers across the Southwestern, Nigerian Universities and research institutes. Assessment of Researcher Digital Literacy-(KR20=0.86), Researcher Statistical Knowledge and Performance Skills-(KR20=0.82) and Researcher Statistical Software Operation Ability-(π=0.93) tests, Researcher Digital Construct Response-(r=0.84) and Researcher Statistical Software Anxiety and Efficacy-(r=0.87 and 0.76) scales were used. Data were analysed using path analysis. Eighteen out of the 35-hypothesised paths significantly explained the consistency of the causal model. Research undertaking-(0.02), digital nativity-(0.02), literacy-(0.01), citizenship-(0.06), statistical software anxiety-(0.01), statistical software self-efficacy-(0.02) and statistical software knowledge-(0.18) have 90.7% direct effect, whereas research undertaking-(0.01), digital literacy-(0.09), citizenship-(0.01) and statistical software anxiety-(0.02) accounted for 9.3% indirect effects on researcher statistical software skills. There was a positive causal effect of research undertaking and digi-tech construct on researcher statistical software skills. Therefore, researchers undertaking studies without inputs from digi-tech construct may not achieve sophisticated statistical software skills.
Fostering Rigor through Spiraled Mathematics Education
This paper investigates the connection between the spiral teaching method and mathematical rigor in K-12 education. Defining rigor as a balanced integration of conceptual understanding, application, and procedural fluency (contrasting it with rote learning), the paper posits that the spiral approach cultivates this rigor. By revisiting mathematical concepts with increasing complexity, this method enhances retention, deepens comprehension through the building of knowledge, narrows learning disparities, and refines problem-solving abilities. The significance of mathematical rigor is underscored by the growing sophistication of contemporary mathematics and its broad applicability. The central inquiry of the paper is whether spiraled mathematics promotes rigorous mathematical thinking. To address this, the study will undertake a literature review. The theoretical foundation rests primarily on Bruner's Spiral Curriculum theory, which champions the repeated engagement with topics at progressively challenging levels. The paper also integrates insights from cognitive development and the role of scaffolding in facilitating mathematical learning within a spiral framework. Recognizing the iterative nature of the spiral, including potential temporary regressions for struggling learners, the paper ultimately seeks to establish the alignment and supportive relationship between the spiral method and the development of mathematical rigor in students. While the spiral curriculum is widely used in the US, its effectiveness is debated despite its adoption in other countries. The spiral approach, utilizing spaced repetition, is argued to deepen understanding, advance academic levels, and ultimately promote mathematical rigor, as seen in countries like Finland and Singapore, although its direct application to all students versus advanced learners differs.
Integrating AI into Education: Perspectives from Mathematics Teachers
This study examines mathematics teachers’ perceptions of using artificial intelligence (AI) in teaching. A survey was conducted among math teachers in Tabuk City, Saudi Arabia, encompassing three primary domains (knowledge and awareness, perceived benefits, concerns, and challenges) to ascertain mathematics teachers’ views on using AI in teaching. Completed questionnaires from 149 participants were examined. Results indicate that math teachers perceive AI knowledge and awareness positively. They acknowledge AI’s importance in enhancing their digital abilities, addressing students’ individual needs, and benefiting student assessment and personalised learning. They exhibit a neutral stance on several factors of AI use in teaching, including time adequacy, and accessibility, and AI-based apps. They expressed a need for more financial and moral incentives to integrate AI into professional training programmes. No statistically significant differences among math teachers’ perceptions of AI use in instruction were found based on gender, teaching stage, years of experience or the interaction between stage and experience.
Simulation-Based Instruction to Promote Kindergarteners’ Speaking Skills
This qualitative study investigates the impact of simulation-based instruction (SBI) on the emerging English-speaking skills of kindergarten students in a government school in the United Arab Emirates (UAE). This study explores how real-life scenarios simulated through games and role plays affect vocabulary, pronunciation, grammar and fluency in children who are English as a second language in UAE early childhood classrooms. By utilizing Vygotsky’s Zone of Proximal Development and Dewey’s experiential learning theory, the study employs reflective debriefing and teacher- guided scaffolding to maximize language acquisition. Classroom observations, interviews, student artifacts, reflection journals from both students and researchers were the data collected. Results indicate that simulation-based learning enhances young learners’ confidence, increased active participation, and communicative competence. SBI students were more willing to speak, pronunciation improved and there was greater fluency. These findings support previous literature which expresses that experiential learning environments are successful particularly in culturally and linguistically diverse contexts such as the UAE. This study recommends extending the application of SBI to early childhood education and continues to call for the ongoing teacher training for SBI activities so that it can have maximum impact. Finally, research proves that the use of simulation as a core strategy on early English instruction creates well motivated students and who speak better.
Analysis of the Implementation of Project-Based Vocational Learning Programs as 21st Century Learning in Vocational Schools
The implementation of project-based learning programs that are in line with the concept of 21st century learning is very important in the era of the Industrial Revolution 4.0 for vocational schools. However, in practice in the field, the learning results in vocational learning programs at vocational schools that implement Project-Based Learning have not shown optimal results in improving students' skills and work readiness. This study aims to analyze the application of project-based vocational learning programs in vocational schools as a 21st century learning approach, as well as identify its effectiveness in improving students' critical thinking, collaboration, communication, and creativity skills (21st century skills). This study applies a collective case study method or multiple case study with a qualitative approach. Data were obtained through interviews, observations, and documentation, and were checked for validity through triangulation and analyzed using the Miles & Hubberman model. The results of the study show that the concrete form of project-based vocational learning programs in vocational schools in the Tangerang region has three main forms: PjBL for schools, PjBL for industrial cooperation, and PjBL for the community. Overall, the PjBL program implemented has had a positive impact on improving students' competence and work readiness. However, its effectiveness in improving job readiness still faces challenges, especially related to the relevance of the project to industry needs as well as the gap in technical and non-technical skills of learners. In addition, other challenges found include limited facilities, continuity of industrial cooperation, and the readiness of teachers and students in managing projects.
Transforming Imagery: Effects of a 25-minute Intervention on Stereotypical Scientist Depictions
This one-group posttest-only nonequivalent quasi-experimental study explored changes in elementary pre-service teachers’ perceptions of scientists. Thirty-three participants completed the Draw-A-Scientist Test (DAST) before and after a 25-minute intervention aimed at challenging stereotypical views of scientists. The DAST checklist assessed participants' depictions of scientists. Results showed a significant reduction in stereotypical imagery post-intervention: 30 participants depicted less stereotypical scientists, while three showed no change. Statistical analysis using the Wilcoxon signed-rank test revealed a significant difference in DAST scores (Mdn = 2 posttest vs. Mdn = 7 pretest, z = -4.805, p < .001). These findings suggest that brief, targeted interventions can effectively alter pre-service teachers’ naive conceptions of scientists. Implementing such interventions in educator preparation programs may foster more inclusive representations of scientists, potentially inspiring diverse student populations to envision themselves as scientists. This research provides a foundation for promoting accurate and diverse scientist representations in education.
Science Teachers' Views on the STEM Approach and their Levels of Integration of Technology, Engineering and Mathematics Disciplines into Science Education
When the revised and updated 2018 and 2024 science curricula are examined, it is seen that the integration of engineering, technology and mathematics disciplines into the teaching of science subjects is supported. The integration of these four disciplines is defined by the science-technology-engineering-mathematics (STEM or STEM) approach. As this approach has gained a foothold in schools, STEM education has become a topic of increasing focus. In order to provide STEM education in schools successfully, teachers' level of integration of STEM disciplines and their self-efficacy in this regard are important factors. In this sense, the aim of this study is to determine science teachers' views on their level of integrating STEM disciplines into science courses and their self-efficacy in this regard. The study group of research consists of 10 science teachers working in public schools in a provincial center located in the Eastern Anatolia region in the spring semester of 2022-2023. The study was designed in accordance with qualitative research methodology. Semi-structured interview technique was used as a data collection tool. In the interview, the participants were asked 10 open-ended questions developed by the researcher with expert opinion and audio recordings were taken during the interview. The voice recordings were analyzed and the data were analyzed, tables were created, categories were determined in the tables and teachers' opinions were expressed with codes. According to the findings, it was determined that science teachers correctly defined STEM, were able to associate STEM education with other disciplines, expressed their thoughts on integrating STEM disciplines into the science course, and expressed the problems they encountered or could encounter in STEM applications. Teachers mostly expressed the problems they encountered as insufficient materials, infrastructure problems, and insufficient teacher knowledge.
Teacher Readiness to Use AI Tools in the Classroom
The integration of Artificial Intelligence (AI) in education holds immense potential to enhance teaching and learning. However, its effective adoption depends on teachers' readiness, which is influenced by factors such as demographic characteristics, AI familiarity, self-efficacy, perceived benefits, challenges, and institutional support. This study assesses the AI readiness of selected teachers in the Northern Region of Ghana using a quantitative research approach. A structured survey was administered to 300 teachers across various educational levels and subject specializations. Findings reveal a balanced gender representation (51.3% female, 48.7% male) and diverse teaching experience, with 36.7% having 1–5 years of experience. While STEM teachers form the largest group (47.7%), Senior High School teachers constitute the majority (39.3%). AI familiarity varies, with 37% reporting high or very high familiarity, whereas 39.6% have low or very low familiarity. Statistical analysis indicates no significant relationship between AI familiarity and teaching experience (p = .096) or gender (p = .506). Teachers demonstrate moderate self-efficacy in AI use, with confidence levels averaging between 2.89 and 2.97 on a 5-point scale. Perceived benefits include workload reduction (M = 3.00) and personalized learning (M = 2.87), while key challenges encompass inadequate training (M = 3.08), limited infrastructure (M = 3.00), and ethical concerns (M = 2.92). Institutional support is moderate, with school encouragement (M = 3.07) ranking highest. To enhance AI readiness, the study recommends AI-focused professional development, investment in infrastructure, and dedicated technical support. Strengthening institutional policies, addressing ethical concerns, and fostering AI awareness through engagement initiatives will be critical for successful integration. AI adoption can be effectively leveraged to transform education in Ghana when these gaps are addressed.
Strategies for Integrating Artificial Intelligence (AI) to Improve and Assess English Oral Communication Skills
This research was conducted to investigate AI integration in the development and evaluation of English oral communication skills, within both academic and professional practices. This study used a mixed-methods design, combining data from a quasi-experiment with qualitative data collected through interviews with students and instructors. Results demonstrated that the AI-infused instruction and assessment significantly improved English oral communication in fluency, accuracy, and general proficiency. Thematic analysis of the interviews indicated that AI technologies can provide individualized feedback, practice opportunities, and objective assessment in the promotion of effective language learning. However, these processes raise concerns about AI bias, human-AI collaboration, and cultural and pedagogical contexts. The recommendations of this research provided some actionable points for educators and program administrators on strategically incorporating AI tools in ways that will positively affect English-speaking proficiency.
Teenagers’ Reflected Benefits and Challenges for Task-Based Language Teaching in English Writing Lessons
The adoption of task-based language teaching (TBLT) has gained prominence recently, especially in teaching English as a foreign language (EFL) writing to teenagers. While much research centered on teachers’ attitudes, perceptions, and implementation, learners’ voices seem unheard in the literature. Therefore, this study aimed to investigate teenagers’ experiences with TBLT in their English language acquisition journey, specifically focusing on their perceived advantages and challenges on this approach. Through qualitative interviews with a select group of six teenagers, this study explored their perceptions, feelings, and challenges faced during TBLT sessions. Participant responses were analyzed thematically and informed by constructivism, sociocultural theory, self-determination theory, and flow theory theoretical frameworks. The results revealed several advantages of TBLT, including an enhancement in writing affection, the appropriateness of the teaching method, and the enrichment in writing outcomes in terms of vocabulary, content, organization, and grammar. However, challenges were also identified, including the unfamiliarity with the TBLT lesson process, content knowledge deficiencies, vocabulary constraints, mother tongue interferences, and time restrictions. These findings were discussed in light of the theoretical underpinnings, offering a deeper understanding of the learner experience.
Exploring University Students’ Self-Efficacy in Learning English
Language acquisition research has expanded foci to explore the social and metacognitive dimensions of learning, looking more at motivational, strategic, and psychological qualities that facilitate learner autonomy. Aligning with this trend, this study aimed to investigate the characteristics of self-efficacy (SE) in learning English among English-major students at a university in the Mekong Delta of Vietnam. The research sample comprised 150 students, with data collected through questionnaires and interviews. The study sought answers to understand to what extent the students were self-efficacious with the four language skills and what factors affect their SE. Comparisons of various groups regarding gender and learning experience were also performed. The findings indicated that Vietnamese English-major students generally possess a relatively high level of self-efficacy in learning English. Moreover, no significant differences were observed between the groups, except for the case of writing SE, where seniors exhibited higher self-efficacy levels than sophomores. Factors affecting self-efficacy were mastery experiences, teachers’ feedback and support, collaborative learning, and an environment conducive to learning. These results suggest that targeted interventions focusing on enhancing these factors could further improve self-efficacy among learners. Consequently, the key practical implications of the study are discussed in further detail.
Implementing STEM-Focused Programs: Developing Motivation and Learning Opportunities for Students and Teachers via Immersive Experiences
In the current study three different STEM-focused programs are presented in which teachers and students are immersed in authentic learning experiences and benefit from the rigors of a structured mentoring program. All three projects have been supported by United States federal funding and offered different STEM models with the general aim to enhance STEM learning and motivation among students and teachers. The longitudinal mixed-methods design employed in all studies, in which quantitative and qualitative data have been collected, allowed for in-depth analysis of data. Each project adopted a different model of STEM learning and curriculum. In one study, teachers and students alike interacted with a mentor scientist in the classroom, and were presented with learning opportunities that greatly enhanced their science motivation and academic learning. In another study, inservice teachers are immersed in a science mentoring program working alongside mentor scientists and the host lab team. And finally in another study, preservice teachers are presented with a STEM-focused curriculum which greatly contributed to the development of their STEM knowledge and skills, and science teaching identity. All three programs were designed to increase STEM knowledge, literacy, and enhance motivation and domain identification with STEM among participants.
What Makes Public School Teachers Happy in the New Normal? An Exploratory Sequential Study
Teacher happiness is a critical component of effective teaching. When teachers are happy, it often translates into more effective and engaging teaching. This exploratory sequential research primarily aimed to explore the characteristics and sources of happiness of public-school teachers in the new normal and eventually develop a public-school teachers' happiness scale in the new normal. In gathering qualitative data, ten public school teachers underwent in-depth interviews while 302 public school teachers responded the initial survey questionnaire to determine the factor structures that significantly characterize the happiness of public-school teachers in the new normal through exploratory factor analysis utilizing the VARIMAX orthogonal rotation method with Kaiser normalization. Results revealed four significant themes generating 60 items for the preliminary questionnaire characterizing the happiness of public-school teachers in the new normal. After dimension reduction, the 60 items are distributed into six constructs which are all valid and reliable. The public-school teachers' happiness scale in the new normal captures the factor structures and sources of happiness of teachers in the new normal. The happiness scale in the new normal may help DepEd officials, school heads, teachers, and the community partners identify factors that enhance teacher well-being, leading to improved morale, job satisfaction, and overall school performance.
Augmented Reality-Assisted Project-Based Learning: Enhancing Mathematical Problem-Solving Skills and Motivation in Junior High School Students
This study examined the improvement of mathematical problem-solving skills and learning motivation among students taught using the Project-Based Learning (PjBL) model assisted by Augmented Reality (AR). It also investigated the interaction between the learning model and students' ability levels to enhance these skills and motivation. A quantitative approach was employed using a pre-test and post-test control group design. The study population consisted of eighth-grade students from a public junior high school in Banda Aceh, Indonesia, with a randomly selected sample of four classes—two experimental and two control groups. Research instruments included mathematical problem-solving tests and student motivation questionnaires. Data were analyzed using one-way and two-way ANOVA. Findings indicate that students taught with the AR-assisted PjBL model demonstrated greater problem-solving skills and motivation improvements than those taught with the PjBL model without AR. Additionally, no significant interaction was found between the learning model and students' ability levels to influence these outcomes. These results suggest that the AR-assisted PjBL model is effective for students of all ability levels and should be further implemented across different mathematical topics.
Deficiencies in Teaching English in Rural Schools: Approaches to Close the Urban-Rural Divide
The urban-rural divide has been a frequently discussed subject by scholars since the Chinese government's agenda aims to bring an equal quality of life to all regions of the people. Although many papers have identified the problem of regional inequality in China, which has been exacerbated by the Gaokao system, only some of them offer policy suggestions with empirical research. This study, therefore, acts as a complement to the present literature by first summarizing the significance of the Gaokao for rural high school students. Then, the study selects one of the test components- English, and investigates its deficiency in class design, resource quality, and the teacher's teaching method in rural high schools. Lastly, the study suggests an English reading approach to improve English proficiency among rural high school students with theoretical analysis and empirical application in a Yanshi (a county in the northern province of Henan) high school. Some other policies are also suggested based on its successful application in the foreign countries.
Language improvement; English; Reading; Learning; Engagement; Development
Correlation between Classroom Social Environment and Students’ Academic Interest
This study investigated correlation between classroom social environment and secondary school students’ interest in Government subject in Nsukka Education Zone, Enugu state. The study adopted correlational research design. The population of the study was 1069 Senior Secondary 2 (SS2) students offering Government in 60 public secondary schools in Nsukka Education Zone. The sample consists of 285 students drawn using multi-stage sampling technique. Government Classroom Social Environment Scale (GCSES) and Government Academic Interest Scale (GAIS) were used for data collection. The instruments were face validated by three experts from University of Nigeria, Nsukka. Cronbach Alpha reliability coefficient was used to ascertain the internal consistency reliability of the instruments. Reliability coefficients of 0.80, and 0.90 were obtained for the GCSES and GAIS, respectively. Pearson product moment correlation, multiple regression analysis, and Hayes Process Macro for SPSS were used to answer the research questions and test the hypotheses. The findings of the study revealed among others that classroom social environment had a very strong, positive and significant relationship with students’ academic interest in Government, and that the relationship between classroom environment and students’ academic interest in Government subject were not moderated by gender. The study recommended, among others, that teachers should try to maintain conducive, friendly, and cooperative atmosphere in the classroom. Such environment encourages cooperation among the student and helps a lot in boosting students’ academic interest in Government.
Representations Used by Primary School Students in Solving Math Problems
This study examined the types of representations that primary school children create in solving different types of problems, the relationship between these types of representations, and the accuracy rates in solving the problems. The study was conducted with 80 students attending primary school's 2nd and 3rd grades. An achievement test prepared by the researchers, containing eight different problem types, was used as a data collection tool. A total of 279 visual representations students used in problem-solving were examined. Descriptive analysis and content analysis were used in data analysis. As a result, it was seen that the students used 244 operational representations, 217 pictorial representations, and 62 schematic representations and made 64 mental solutions. It was determined that the accuracy rates of problem solutions were 22% for students using operational representation, 33% for students using pictorial representation, 35% for students using schematic representation, and 31% for students using mental solutions. The use of representation skills in the correct solution of problems has been discussed in the light of the literature, and some suggestions have been developed.
Knowing, Doing, and Embracing Local Resources and Pedagogical Shifts in Science Education through Experiments
This research identified significant misconceptions and a lack of practical, real-life understanding due to the strict teacher-centric approach and unavailability of teaching materials in the science teaching and learning process. This action research was conducted with five science teachers, focusing on using locally available teaching materials to teach specific science concepts. The primary assumption was that locally available materials could correct misconceptions and serve as effective tools in science education. From an ontological perspective, this paper adopted a postmodernist stance, suggesting that participants could develop new ideas and inquiries instead of a positivist viewpoint that confined learners to prescribed activities. The research methodology comprised three distinct phases: pre-intervention, intervention, and post-intervention, and it measured the effectiveness of the intervention statistically. Teachers used syringes to develop teaching materials and effective teaching methodologies to address misconceptions and strengthen the practical understanding of the working mechanisms of devices like hydraulic presses, Newton meters, and water hand pumps. Incorporating locally available materials for model-making in science education is essential for improving student engagement, fostering creativity, enhancing critical thinking skills, and developing science procedural skills.
The Role of Techno-Pedagogical Approach in Educational Practices: A Systematic Literature Review
In recent years, researchers have explored the possibility of techno-pedagogical approach in educational practices. Building on this growing interest, this study examines the existing literature to find the role of the techno-pedagogical approach in the educational context. For this purpose, the study follows preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework to review the existing literature related to the study. After analyzing the shortlisted articles, the study reveals that the techno-pedagogical approach is appropriate in creating effective learning environments, improving learners’ academic excellence, and enhancing both digital literacy and cultural awareness in education. Therefore, this study advocates for the implication of this approach in the classroom. However, this study relies on existing studies sourced from only four database sources and therefore suggests conducting more comprehensive and experimental studies to better understand the impact of this approach in the diverse educational contexts.
Critical Evaluation of the Potential of Large Language Models in Bioscience Higher Education: A Conversation with ChatGPT
The possibilities for integrating generative artificial intelligence (AI) and large language models (LLMs) into higher education may revolutionise approaches to pedagogical practices and curriculum design, while LLMs could be transformative in how students approach their learning. This conversation with ChatGPT, and associated critical evaluation, provides an insight into the capabilities and limitations of LLMs and informs on the possibilities for incorporating AI into bioscience education, teaching modalities, assessment and feedback practices and curriculum design, with a particular focus on bioscience education. The conversation highlights how LLMs can facilitate personalized feedback, tutoring, and concise explanations of scientific terms, enhancing student comprehension, self-directed learning, and critical thinking. However, there are concerns regarding the risks of LLMs, such as plagiarism and breaches of academic integrity, algorithmic bias and limitations in contextual understanding. Despite these limitations, AI offers opportunities for enriching undergraduate bioscience curricula by integrating innovative teaching strategies and assessment modalities aligned with subject benchmark statements. Future research directions include exploring ethical implications, equitable access and digital literacy training in higher education settings. Overall, the integration of LLMs in bioscience education offers significant potential for innovative pedagogical approaches and transformative learning experiences.
Empowering English Major Students’ Grammar Proficiency Through Language Ladder Quest: A Gamification Approach
English grammar proficiency is essential for all teachers, especially English teachers, to be able to effectively deliver lessons. Yet, many still struggle with constructing grammatically correct sentences. Thus, this action-research investigated the effectiveness of a gamified approach, the Language Ladder Quest, in improving grammar proficiency among English major students. The researchers used a mixed method research design to gather data from third-year students enrolled in the Bachelor of Secondary Education program at Xavier University. Students were given a pre-test designed after the Oxford Practice Grammar Test, and the intervention Language Ladder Quest was utilized for 2 weeks. Post tests and interviews followed. The data were analyzed using descriptive statistics and Wilcoxon Signed Rank Test for the test results, and thematic analysis for the interview responses. The study showed that the Language Ladder Quest intervention was effective in improving students’ grammar proficiency, as evidenced by the significant improvements in the students’ post-test scores after the intervention with students reaching from “Somewhat Proficient” to “Proficient” levels in particular grammatical subcomponents. Thematic analysis of interviews also supports this claim and reveals that the intervention also helps in motivating students and promoting grammar application. This study’s results highlight the potential of gamification to enhance grammar learning and engagement for students across disciplines.
Secondary School Teachers Concern Regarding the Adoption of Competence-Based Assessment
Tanzania introduced Competence-Based Assessment in the early 2000s alongside its Competence-Based Curriculum as an innovative approach to evaluate students’ learning. This study, informed by the Concern-Based Adoption Model, investigated secondary school teachers' concerns on adopting this assessment approach. The Stage of Concern Questionnaire and its Quick Scoring Device were used to collect and analyze, respectively, data from 30 teachers in eight purposively selected schools, with equal representation from high-performing and low-performing secondary schools. Teachers from both school categories had positive perceptions on the effectiveness of this assessment approach, but they lacked detailed information and doubted their ability to implement it. Comparatively, teachers from low-performing schools expressed somewhat intense concerns at all levels compared to their counterparts and thought to implement this innovation in ways different from those recommended by designers in Tanzania. Access to professional development and teaching experience variations contributed to these differences. The findings call for targeted interventions.
How Difficult is it to teach Thermodynamics in Tertiary Education? Teachers’ Opinions and Predominance of the Disorder Metaphor
This study explores the challenges faced by tertiary education instructors in teaching thermodynamics, with a specific focus on entropy. This study completes and adds to the current literature by providing self-reported perceptions of difficulty by teachers, which is lacking, compared to students’ opinions, in this area of research. Through a survey of 41 French-speaking thermodynamics teachers in Belgium (N = 26 full answers, N = 15 partial answers), we report various obstacles in thermodynamics identified by instructors, including content aspects such as their abstract nature, or diverging opinions on mathematical difficulties. For teaching management aspects, instructors report that they have enough resources to teach, but that maybe they have too many non-teaching tasks. For entropy specifically, instructors report that it is challenging due to its abstractness, to its lack of perceptibility, and to the disconnection between macroscopic and microscopic perspectives, among others. 77% of respondents use the disorder metaphor. Invoked reasons include helping students visualize entropy, making it simpler, or making it more concrete. Comparison between teachers’ opinions and students’ opinions reported by Sözbilir (2004) shows agreements on some difficulties, but also tensions, such as the pedagogical relevance of the lecture format, the need for links with everyday life, or the promotion of conceptual understanding.
Students' Development of Collaboration and Communication Skills in Science Classrooms Using Socio-Scientific Issues
Today’s students must excel in collaboration and communication to succeed, particularly in science education. Preliminary observations revealed that Acehnese students exhibited poor teamwork and communication skills. Socio-scientific issues can enhance these competencies when integrated into science teaching. This study used the "Tarek Pukat" activity—a traditional Acehnese fishing method—as a discussion topic related to the concept of speed in physics. Communication skills were assessed based on students’ ability to articulate opinions, adjust language and tone, respond positively to others, and present ideas clearly and persuasively. Collaboration skills included research and information sharing, problem-solving, active listening, quality work, group compromise, mutual respect, shared accountability, time management, and preparedness. The study observed 278 ninth-grade students in Aceh using a quantitative descriptive approach and observation sheets as instruments. The findings indicated that integrating socio-scientific issues positively influenced students’ communication and collaboration skills. These skills were categorized in the medium range, with average scores of 3.34 and 3.48, respectively, on a 5-point scale. This research highlights the potential of socio-scientific issues, such as the culturally relevant "Tarek Pukat" activity, in improving essential skills for science education and underscores the importance of integrating local context into learning.