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 published quarterly in Winter, Spring, Summer, and Fall. IJRES does not charge any publication fees. IJRES is an international journal that welcomes original and unpublished research papers in the fields of education and science. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues. The primary focus of the journal is education. Therefore, submissions from science-related fields are required to clearly demonstrate their educational relevance or implications. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. All manuscripts submitted to IJRES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
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.
AI in Shadow Education: An Experimental Study in Hong Kong Tutorial Centers
Shadow education is highly prevalent in Hong Kong, driven by parents’ and students’ desire to succeed in public examinations. However, the quality of these supplementary lessons, which exist in various forms, has often been questioned by educators, parents, and students alike. The methods for enhancing the quality of shadow education have become a widely discussed topic among scholars and educators. This study involved 10 local tutorial centers that integrated Artificial Intelligence (AI) into their English lessons. Additionally, 24 participants, including center owners, tutorial center tutors, and students, were invited to share their perspectives on AI in shadow education through interviews. The results indicated that AI could offer students a ‘second opinion,’ but its responses often lacked clarity. As this is an experimental study, further research is needed on this topic, particularly regarding practical methods for integrating AI into shadow education settings.
Copyright (c) 2026 International Journal of Research in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
Online Research Training for Improving Public School Teachers’ Action Research Competencies
Public school teachers have low research competencies, which contributes to poor action research production. Furthermore, few studies have been conducted to improve the action research competencies of public school teachers in the Philippines. As a result, this study improved the action research competencies of public school teachers through online research training, including research templates, coaching, and mentoring sessions. A practical action research method was used, with sixty-four public school teachers freely participating in and completing a five-day training program. Action research competencies were assessed before and after training using a validated questionnaire developed by field specialists, and semi-structured interviews were performed to elicit feedback. Statistical analyses such as median, interquartile range, Wilcoxon signed-rank test, and rank biserial were performed using Jamovi (v 2.4.14), while interview transcripts were analyzed thematically. The findings revealed that participants' action research competencies improved, as evidenced by a statistical difference between before and after participating in the online research training. However, suggestions were made, including extra writing time for peer review exercises, face-to-face training with more examples of each section of research articles, and a longer proposal presentation period. As a result, twelve action research proposals were presented to their supervisors for feedback. The study was conducted in one location and focused solely on public school teachers. Therefore, DepEd authorities may continue to improve public school teachers' action research competencies through online or in-person research training to generate more action research addressing educational problems in the classroom.
Higher Education Students’ Bullying Victimization Experiences
Bullying is a destructive social phenomenon that, contrary to common perception, is not only a problem in childhood and adolescence but affects all age groups and communities. This study concentrates on the experience of being a victim of bullying during higher education studies, aiming to describe the victimization process from start to finish. The research question is: How is the phenomenon of bullying of higher education students described by victims? To answer this question, the study analyzes the bullying experiences of 19 participants using a narrative approach. Two datasets were gathered, using an anonymous online questionnaire and interviews. The findings illustrate the multiformity of victims’ perceptions and the complexity of the phenomenon. They show that although every experience is unique, they share common factors, especially at the beginning and end of the bullying process; that instead of sticking to official bullying definitions, it is imperative to prioritize the perception of the victim, and that it is important to recognize the multilateral loneliness of victims. Furthermore, the study reflects on possible solutions drawing on the findings and previous research.
Application of Large Language Models to Enhance Student Support Services in the Context of University Autonomy
This systematic review analyzes research on the application of Large Language Models (LLMs) to enhance the quality of learner support in the context of university autonomy. The study aims to evaluate the current applications of LLMs in providing personalized and adaptive learning paths, identify ethical challenges, and analyze the role of prompt engineering and human-in-the-loop supervision. The research method involves a systematic analysis of scientific works published up to mid-2024. The findings indicate that LLMs significantly enhance personalized feedback and adaptive tutoring, thereby promoting self-regulated learning and student engagement. However, challenges related to feedback accuracy and ethical issues persist, requiring robust governance frameworks. The conclusion emphasizes that effective LLM integration requires combining technological power with pedagogical expertise and human oversight to optimize the educational experience and successfully support autonomous learners.
Implementing Effective Natural Science Teaching Strategies in Education
The research aims to examine the effectiveness of learner-centred strategies (LCS) in the teaching of natural sciences in grade 5 classrooms in Timor-Leste, where the teaching-learning process is still characterized by teacher-centred learning (TCL), despite the curricular reforms. The qualitative descriptive design was employed, where the data were collected using semi-structured interviews, observation in classrooms, and analysis of documents by five science teachers in three schools in Baucau. The results indicate that inquiry-based learning theories and constructivist theories have been adopted by teachers who are increasingly adopting LCS strategies, including questioning, group work, problem solving, and guided demonstration. These plans have increased student engagement and participation, but the implementation process is limited due to insufficient resources, lack of ICT integration, and structural restrictions, including inappropriate classroom infrastructure and lack of access to science-related materials. Even though there was a positive attitude of teachers toward LCS, the lack of systematic assessment tools hampered the evidence of long-term learning outcomes. The study concludes that to ensure that Timor-Leste students develop critical, creative, and scientific skills in the 21st century, science education must be supported more effectively by institutions, teachers, and resources.
Confirmatory Factor Analysis of Two Versions of the Statistical Anxiety Scale in a Sample of American Students
The objective of this study was to confirm the factor structure for two versions of the Statistics Anxiety Scale (SAS) created for American undergraduate statistics students. To address the inconsistent factor structure of SAS across different populations, Lorenzo-Seva et al. (2022) revised the SAS. This version reduced the number of questions and added a 4th factor called social desirability. They reported a good fit without the need for introducing correlations between error terms, which were outcomes found in different versions of the SAS including this study. This revised SAS considers a 4th dimension called social desirability, suggesting that this dimension could account for much of the error variance found in previous studies. That dimension was not included in this study. A modified three factor model explained construct validity in the original version of the SAS. A modified five factor model explained construct validity in a version of the SAS with additional items. Both versions of the SAS and their factors displayed acceptable levels of fit, were found to have reliability coefficients above .70, and generally shared moderate negative relationships with Wise’s Attitude Toward Statistics scale.
Sustainability Literacy among Secondary Students: Awareness, Attitudes, and Action
This study examined the awareness, attitudes, and likelihood of action on sustainability among 130 secondary students in the southern Philippines. Grounded in Social Cognitive Theory and Transformative Learning Theory, the research utilized a 51-item SDG-based survey aligned with UNESCO's (2017) learning objectives for Education for Sustainable Development (ESD). Descriptive statistics revealed high levels of awareness in familiar sustainability issues such as waste reduction, mental health, and water conservation. In contrast, lower awareness was observed in more technical and abstract domains, such as ICT infrastructure and economic growth. Attitude responses were positive, particularly concerning empathy, education, and environmental responsibility. Action-related items showed variability, with stronger intentions linked to education and climate-related topics, and weaker intentions in areas requiring technical knowledge or leadership. Pearson correlation analysis indicated significant, positive relationships among awareness, attitudes, and actions, with the strongest correlation between attitudes and actions. The findings underscore the need for sustainability education that builds knowledge and empowers students through experiential, skill-based, and values-driven learning to turn awareness into transformative action.
Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework
This study investigated assessment literacy development among 250 pre-service teachers at Xavier University, Philippines, from 2020 to 2024, using the Assessment Literacy Progression and Perception (ALiPP) framework. Employing a convergent parallel mixed-methods design, the study integrated quantitative data, including comprehensive examination scores, GPA, program, gender, and year level, with qualitative data from semi-structured interviews and written reflections to examine performance trends, predictors, and perceptions within the Philippine Outcomes-Based Education context. Statistical analyses included paired t-tests, correlation, ANOVA, and multiple regression, while thematic analysis explored challenges, supports, and perceived relevance. The ALiPP framework modeled assessment literacy as iterative cycles of performance and reflection, addressing gaps in longitudinal research. Findings informed curriculum recommendations emphasizing scaffolded learning, enhanced feedback, and early practicum integration. The study contributes to teacher education by offering a context-specific, mixed-methods approach to assessment literacy that is adaptable to diverse educational settings.
Video-On-Demand Cast (VODCast): An Anchor for Flipped Classroom in General Physics
This study aimed to develop electronic instructional anchor, Video-on-Demand Cast (VODCast), to address the identified least-mastered competencies in the General Physics 1 of Grade 12-STEM, particularly the competencies of “Measurement errors”; “Addition of Vectors”; and “Uniformly Accelerated Motion”. The study engaged 52 Grade 12-STEM students and 5 evaluators: educational technology, information technology (IT), English, curriculum development or instructional materials development, and teacher of General Physics 1. Data collection involved the General Physics Test (GPT) and adopted Generic Instrument for the Review, Evaluation, and Approval for Use of Instructional Materials (GIREAUIM). Findings revealed that while VODCast effectively enhanced students' engagement and skill mastery, challenges and areas for improvement were noted. Expert evaluations highlighted its strong usability, suitability, engagement, and alignment with science content. The acceptability of the VODCast as evaluated by students and experts in general and in terms of contents, format and presentation, efficacy of materials, and performance assessment was rated “Highly Acceptable”. Future research should investigate its long-term effects and scalability to maximize its impact as a transformative educational tool. This study affirms the potential of multimedia learning in addressing critical learning gaps and advancing student-centered science education.
From Prediction to Pedagogy: A Systematic Review and Integrated Framework for LLM Adoption in Higher Education
As large language models (LLMs), such as ChatGPT, gain traction in higher education, pressing questions emerge regarding their pedagogical utility, ethical implications, and adoption drivers. This systematic review synthesises 29 empirical studies examining student adoption of LLMs through established models such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). Adopting a theory-informed, mixed deductive–inductive methodology, the review integrates thematic analysis with synthesis of reported beta coefficients to assess conceptual patterns and theoretical limitations. Findings reaffirm Perceived Usefulness and Performance Expectancy as dominant predictors; however, traditional models exhibit a utilitarian bias, underrepresenting constructs vital to educational contexts, such as ethical ambiguity, pedagogical misalignment, and institutional trust. Facilitating Conditions were notably context-dependent, often shaped by these broader socio-ethical dimensions. Importantly, there was no consistent alignment between a construct’s theoretical prominence and empirical predictive power. To address these gaps, the review proposes the Generative Adoption Model in Education (GAME), which centres trust calibration, ethical ambiguity, and pedagogical fit as key mediators of adoption. GAME encourages a shift from performance-based models toward frameworks that better capture the socio-institutional dynamics underpinning student engagement with generative AI.
Building Science Learning Environments based on Real-World Experiences and Nature for Preschool Children
Early childhood science education has gained increasing recognition as a critical foundation for developing scientific literacy and environmental consciousness. This study investigates the development and implementation of science learning environments based on real-world experiences and nature for preschool children aged 3-6 years in Vietnamese educational contexts. Using a mixed-method approach, we conducted comprehensive research involving 186 participants across 15 kindergartens in three major regions of Vietnam, including structured observations, surveys, and in-depth interviews with educators, parents, and educational experts. Results demonstrate that nature-based science learning environments significantly enhance children's scientific inquiry skills, environmental awareness, and overall cognitive development compared to traditional classroom-based approaches. Children participating in nature-based programs showed 34.7% improvement in scientific observation skills, 28.3% increase in environmental awareness, and 31.2% enhancement in collaborative problem-solving abilities. The main contribution of this research is the development of the "Nature-Integrated Science Learning Environment Model for Vietnamese Preschoolers (NISLE-VN)" with 4 core pillars, specific operational procedures, and implementation conditions suitable for tropical climate, biodiversity, and Vietnamese cultural characteristics. Policy recommendations focus on implementing the NISLE-VN model as a national pilot program, establishing standards and specialized teacher training programs, creating support networks and financial funds for model replication.
Challenges of Using Digital Content in Science Classrooms: Perceptions of Secondary School Teachers
Utilizing technology in science classes can be crucial to actively implementing the secondary school curriculum. These days, a substantial portion of Bangladesh's secondary science education is conducted through the use of digital content combined with technology and the internet. Students' attitudes, motivations, and participation in science classes in secondary schools are significantly transformed by the use of digital content. The purpose of this study was to determine what difficulties arise when using digital content in secondary science classrooms. Survey research design was followed to conduct the study. To collect data for this research, a total of 180 science teachers of secondary school were selected as a sample. Data was gathered through survey questionnaires. The quantitative data that were gathered through questionnaire were subjected to analysis using SPSS and MS Excel. The results of the study showed that secondary school science teachers employ digital content and technologies in their science instruction, but that their use is still subpar due to a lack of infrastructure and stakeholder perception. However, most schools still do not use a lot of technology in their science classrooms. Due to time constraints, a lack of experience integrating technology into their teaching, stringent policies from the school administration, issues with electricity, and other factors, the majority of teachers are not interested in utilizing technology in the classroom. Nevertheless, time is required to get past these challenges and influence teachers' and students' behavior in order to successfully integrate digital content into science classrooms in Bangladesh's secondary education system.
Perceptions of teachers about digital content in science class
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
Metacognitive Disparities among Similar Learners: A Study on Learning Styles
Metacognitive ability plays a crucial role in the Combinatorics course, which requires a deep understanding of concepts and complex problem-solving strategies. This study aims to examine the relationship between the Felder-Silverman learning style model and students' metacognitive knowledge in the context of the Combinatorics course. The primary focus is on analyzing metacognitive gaps among students with similar learning styles. Using a qualitative descriptive approach, data were collected through learning style questionnaires, open-ended questions, semi-structured interviews, and participatory observations of four students with diverse academic backgrounds and learning styles. The findings indicate that although two students share the same learning style combination (active, sensing, visual, and sequential), their level of metacognitive knowledge differs significantly. One student demonstrated strong declarative, procedural, and conditional understanding, while the other could only theoretically identify strategies without concrete implementation. This difference suggests that learning styles are not always the sole predictor of metacognitive achievement. Factors such as self-reflection, emotional regulation, and active learning habits also influence the effectiveness of learning strategy implementation. These findings challenge conventional views on the linear correlation between learning styles and metacognition and offer new insights into the design of learning approaches that integrate learning styles and reflective abilities in a more adaptive and personalized manner.
Innovative Teaching Models and Critical Thinking in Mathematics and Statistics Education: A Meta-Analytical Review
This meta-analysis investigates the impact of innovative learning models—such as problem-based learning, blended learning, and metaverse-based instruction—on students’ critical thinking skills in mathematics and statistics education. Based on data from 19 studies, the analysis revealed a large overall effect (Hedges’ g = 1.03) in favor of innovative methods compared to conventional approaches. Substantial heterogeneity (I² = 91.37%) indicates potential moderating factors influencing the outcomes. Results from publication bias analyses—including funnel plots, Egger’s test, Trim and Fill, and Rosenthal’s Fail-Safe N (N = 1559) showed no significant bias, supporting the validity of the findings. These results underscore the transformative potential of innovative teaching practices in mathematics and statistics classrooms. However, the limited representation of statistical critical thinking studies suggests a need for further research across diverse contexts and long-term implementations. Overall, the findings highlight the importance of adopting student-centered learning strategies to meet the demands of 21st-century education.
Exploring Mathematics Teachers' Experiences, Attitudes, and Perceived Competence in Lesson Study
Teachers have adopted lesson study to enhance learning outcomes and promote continuous professional development in one of the divisions in the province of Albay, Philippines. However, despite its implementation, there is a lack of empirical data describing teachers' experiences in lesson study for improving the approach. Thus, the current inquiry determines teachers' significant experiences, attitudes, and perceived competence toward lesson study. A mixed-methods approach was employed on the thirty-four teacher respondents, and the data were obtained through surveys and focus group discussions. Qualitative data were analyzed thematically, while quantitative data were calculated and interpreted using descriptive statistics. Results indicate that higher participation among female teachers than male teachers was observed, with most participants having at least a Bachelor's degree and three or more years of teaching experience. Teachers in the lesson study reported significant experiences, including (1) impacts on teaching practices, (2) collaboration and professional development, and (3) challenges and reflections in the lesson study process. Meanwhile, respondents' attitudes prioritize teacher-student interaction over social expectations and recognition from superiors. Additionally, data revealed high perceived competence in reflection on learning outcomes, followed by subject knowledge, instructional skills, and teaching strategies. Lastly, this current scholarly work provides essential insights that help develop a comprehensive program and policy framework for effectively implementing lesson study in the locality.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.