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 IJRES is an international journal that welcomes original and unpublished research papers in the fields of education and science.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 All manuscripts submitted to IJRES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission.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 Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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.
The Effect of Impulsivity on Phubbing: Perceived Stress and Online Vigilance as Mediators
Phubbing refers to the act of ignoring someone in a social environment by focusing on a smartphone rather than engaging in conversation. This behavior can negatively influence the quality of interpersonal relationships, relationship satisfaction, and feelings of well-being. The purpose of this study was to examine the mediating role of stress and online vigilance in the relationship between impulsivity and phubbing. The research data were obtained from 403 university students using the scales of self-control, perceived stress, online vigilance and phubbing. All the analyses were conducted using JASP, a program based on R software. The results of the study revealed that impulsivity predicts phubbing and that three indirect pathways existed: separate mediated effect of stress, separate mediated effect of online vigilance, and serial mediated effect of stress and online vigilance. This research provides valuable insights into the psychological structures associated with phubbing, as well as the potential mediating variables that may explain these relationships.
Copyright (c) 2026 International Journal of Research in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
Students & AI Tools: Attitudes & Perceptions
With the widespread use of artificially intelligent (AI) technology among students, educators are faced with new realities that must be addressed. This study investigated students’ attitudes towards the use of AI tools in the classroom, their perceptions of its effect on their learning, and their perceptions of its benefits and disadvantages. Seventy-seven university students participated in this study. Data was collected using a 5-point Likert-type survey with two free response questions. The results of the study indicated that students had a positive attitude toward the use of AI tools in the class. They believed it had a positive effect on their college learning experience and improved their learning. However, students’ responses indicated that the use of AI tools didn’t increase their interaction with their instructor and classmates. Students listed understanding the class concepts as a main benefit to using AI tools. They also mentioned becoming lazy and dependent on these tools as one of the main disadvantages of using these tools.
The Effect of Argumentation-Based Teaching Supported by Concept Cartoons on Pre-Service Biology Teachers’ Ability to Translate Chemical Representations About Basic Chemical Concepts
This study aims to investigate the effect of argumentation-based teaching supported by concept cartoons on pre-service biology teachers' conceptual understanding of basic chemistry concepts and their skills of transition between chemical representations. In this study, mixed methods were used as a research design; particularly, a special type of embedded design, a one-phase experimental embedded pattern design, was applied. The sample consisted of pre-service biology teachers studying at the Faculty of Education at a university in western Türkiye. Concept cartoons were prepared by the researchers, and the instruction lasted for nine weeks. In this study, quantitative data were collected through multiple-choice questions on chemical representations prepared by Gkitzia and colleagues (2020), and qualitative data were collected through interviews with students about these questions. We used the SPSS 23 package program for quantitative data analysis, and content analysis for qualitative data analysis. The study found that students correctly interpreted the submicroscopic drawings of substances after instruction, used symbolic representations without errors, and successfully transitioned between chemical representations. The findings of the study emphasize that the role of concept cartoons in the argumentation process is critical, especially in teaching abstract concepts.
Empowering Educators: Harnessing Artificial Intelligence to Revolutionize English Proficiency Among Primary School Teachers
The research examines the transformative impact of Artificial Intelligence (AI) on enhancing English language skills among primary school teachers in Rwanda. As Rwanda's education sector undergoes significant reforms, the adoption of AI tools, such as Grammarly and Meta, has become a vital resource for educators seeking to improve their language abilities while teaching English as a second language. The study is guided by two theoretical frameworks: the Constructivist Learning Theory and the Technology Acceptance Model (TAM). It utilizes both qualitative and quantitative research methods to gather and analyze data. The findings illustrate how AI offers personalized learning experiences, instant feedback, and customized resources that assist teachers in improving their writing and communication skills. The research highlights that by addressing the diverse needs of educators, AI creates a supportive environment that encourages professional development and peer collaboration. The results demonstrate how AI technology complements Rwanda's national strategy for enhancing English proficiency, emphasizing its importance in preparing teachers and students for a competitive global environment. Therefore, the study suggests that strategic utilization of AI in education not only improves teaching practices but also fosters a more engaging and effective learning experience for both teachers and students.
Unlocking Mathematical Minds: Exploring Creative Thinking, Critical Thinking, and Problem-Solving Skills of Generation Z Learners
This study investigates the level of creative thinking, critical thinking, and problem-solving skills of Generation Z learners in Mathematics, focusing on 77 Grade 10 students from five public schools in the district of Tangalan, Aklan, Philippines. Using a quantitative correlational research design, the study employed cluster sampling to select one section per school, and G*Power was used to determine the appropriate sample size. Three test instruments were utilized to assess the levels of creative thinking, critical thinking, and problem-solving skills. The Mathematical Creative Thinking Test included four items: Items 1 and 2 were adopted from Paniagua (2022), Item 3 was based on Ariawan et al. (2024), and Item 4 from Fauzi et al. (2019). Descriptive statistics such as mean, standard deviation, and frequency were used to analyze students’ performance levels. Pearson’s r and multiple regression analyses were employed to explore relationships and predictive effects. The findings revealed that most learners demonstrated moderate creative thinking and problem-solving skills, while critical thinking was predominantly at Level 1 (Beginning). Correlation and regression analyses indicated no significant relationships or predictive effects among the three variables. These findings suggest that creative thinking, critical thinking, and problem-solving are distinct cognitive skills that must be developed independently. While this study confirms that Gen Z learners exhibit varying proficiency levels in these skills, its broader implication lies in understanding how these abilities develop independently rather than in a sequential or interdependent manner.
Panoramic Mapping of Student Development Interests Across Six Domains in Higher Education
Student affairs planning often proceeds without direct evidence of students’ expressed development needs; this study provides a six-domain, demand-focused profile to ground decisions. Using a descriptive cross-sectional survey, 259 undergraduates from a Philippine higher education institution rated their interest in six development areas: self-development, study skills, time management, learning expectations about college, preparation for living and working, and support systems. Descriptive statistics profiled each domain; internal consistency reliability was examined; and group comparisons tested differences by sex. Interest was high across all areas, with the strongest ratings for learning-oriented domains (self-development, study skills, time management), while preparation for living and working and support systems also showed substantial interest. Comparisons indicated no practically meaningful differences by sex across domains, challenging assumptions about gender-differentiated programming and suggesting broadly shared priorities. The study contributes an institution-specific, six-domain profile that centers student voice, distinguishes learning-skills demand from support-services demand, and establishes a baseline for monitoring future cohorts. These results clarify where students most want development opportunities in this context and demonstrate the value of structured needs assessments for aligning student affairs initiatives with stated student interests.
Examination of Science Teachers’ Technological Pedagogical Content Knowledge and Classroom Practices
The aim of this study is to investigate science teachers’ technological pedagogical content knowledge and classroom practices related to the topic of global warming. The study group consists of a total of 108 science teachers working in the southeastern region of Turkey who voluntarily participated in the research. The data were collected through the Global Warming Knowledge Questionnaire, Technopedagogical Educational Competency Scale, and the Revised Teaching Observation Protocol. The findings revealed that as science teachers’ knowledge levels regarding global warming increased, their technopedagogical educational competencies also improved; an increase in one area of technopedagogical competency led to a high-level increase in other competencies; teachers who perceived their school's resources as sufficient scored higher in the ethics and expertise sub-dimensions of technopedagogical competencies; teachers who always followed scientific studies and news on global warming, and consistently shared this information with students, had higher technopedagogical competencies.
Voices in the Classroom: Classroom Interaction Patterns of Biology Teachers
The study identified the various interaction patterns employed by biology teachers during classroom lessons. It identified the factors that influence interaction patterns in science classes while investigating if school type (private or public) influences interaction patterns in biology classes. The study adopted a descriptive survey research design. The targeted population for this study comprises senior secondary school students. The sample for this study comprises 150 biology students selected randomly from ten secondary schools. An adapted observation checklist was used for data collection based on Flanders’ interaction analysis framework. Data collected were analyzed using descriptive statistics, frequency counts and percentages. The frequency of teacher-student and student-student interactions among Biology Teachers in the study area shows that teacher talk predominates at 62.9%. Within the teacher talk, direct talk was more prominent than indirect talk, with an average percentage of 40.7%. The study showed that 90% of the respondents indicated that teachers’ personality traits, the time of the day, availability of teaching resources, and the teacher’s level of experience affect the classroom interaction pattern. The study showed that school type has a significant influence on direct teacher talk and student talk, but no significant effect was found for indirect teacher talk, teacher talk overall, or silence.
Collaborate to Learn: A Scoping Review of Peer Tutoring Strategies in Secondary Science Education
This scoping review examines peer tutoring strategies in secondary science education from January 2020 to June 2025. As demands for equitable, student-centered instruction increase, peer tutoring has gained attention as a cost-effective and collaborative approach that enhances understanding, engagement, and achievement. Following PRISMA-ScR guidelines, 19 empirical studies were synthesized from Scopus, OpenAlex, PubMed, Crossref, and Google Scholar. Studies were analyzed based on geographical distribution, grade level, science discipline, learning outcomes, tutoring strategies, and duration of implementation. Results show strong representation from the Global South, particularly Nigeria and the Philippines, where peer tutoring helps address large class sizes and limited resources. Chemistry was the most frequently tutored subject, with strategies including Reciprocal Peer Tutoring (RPT), Class-Wide Peer Tutoring (CWPT), Jigsaw, and online models. Most programs lasted 4-6 weeks and demonstrated positive impacts on academic performance, motivation, metacognition, and collaborative learning. Findings affirm peer tutoring’s adaptability across disciplines and contexts, highlighting its value as both an instructional tool and a means to foster affective development. Recommendations include structured tutor training, context-sensitive adaptation, and expanded exploration of digital peer-assisted learning. Future research should investigate long-term outcomes, equity considerations, and integration within broader science education reforms.
Teacher Needs Analysis in Model Development TPACK-Based Problem Learning to Improve Critical Thinking Skills
This study aims to analyze the needs of elementary school teachers in developing a Problem Based Learning (PBL) model based on Technological Pedagogical Content Knowledge (TPACK) to improve students' critical thinking skills. The background of this study is based on the importance of mastering critical thinking skills as one of the 21st-century competencies, as well as the low integration of technology in problem-based learning in elementary schools. The study used a quantitative descriptive approach involving 100 elementary school teachers selected by purposive sampling. Data were collected through questionnaires and interviews, focusing on five main indicators: teachers' initial knowledge of TPACK-based PBL, availability of supporting facilities, teacher participation in related training, integration of TPACK in learning, and implementation of PBL. The results showed that only 36% of teachers were aware of TPACK-based PBL, 40% had adequate school facilities, 40% had attended training, 36% had integrated TPACK in learning, and 50% had implemented PBL. These findings indicate a gap between actual conditions and the ideal conditions required for optimal implementation of TPACK-based PBL. Therefore, the development of this learning model is urgent, with a focus on improving teacher understanding, providing ongoing training, and utilizing technology effectively to support innovative, contextual learning that is oriented towards developing students' critical thinking skills.
Investigating the Pedagogical Content Knowledge for Navigating Through Integrated STEM Education Spaces: The Case for Robotics Teaching
Since the conception of pedagogical content knowledge (PCK) in the 1980s, the majority of research on PCK has focused on particular subjects, chemistry, physics, mathematics, and others, with fewer studies shedding light on the nature of PCK needed for integrated STEM (iSTEM) education. This study investigates the development of PCK among early career teachers tasked to introduce robotics to secondary school learners. An exploratory case study within the interpretive paradigm was employed to investigate teachers’ pedagogical content knowledge for navigating through the educational robotics curriculum in a model school in Rwanda. Three STEM teachers and nine students were conveniently selected to constitute a team that represented the school in a district robotics competition. Data was generated through observations, semi-structured interviews, and document study. Content analysis is employed to generate themes and ordinal categories that are used to report the findings. The findings revealed that the Education Robotics trainers’ application of composite STEM-PCK ranged from low to moderate. On one hand, the educators demonstrated limitations regarding the contextualization of curricular knowledge to align with local environments, while on the other, applying cross-disciplinary pedagogical knowledge and technological integration knowledge moderately. The study concluded that an iSTEM-PCK demanded shifts from being teachers to facilitators who possess knowledge of engineering design, project-based learning, and the capabilities to steer self-regulated learning.
Participation in Extracurricular Activities and High School Academic Performance: Does Breadth and Type of Activity Matter?
The study examines relationships between participation in extra-curricular activities (ECAs) and educational outcomes among high school students in Chile. Our approach involves exploring the relationship of ECA participation, by type and breadth, to language and math test scores and school attendance. The data source is a unique linkage of an original student survey with student-level administrative data. In student-level multivariate analyses, we find that that ECA participation is associated with gains in student attendance, an essential pathway to academic success. We also find significant positive association with language scores, as well as some positive but less consistent association with math scores. We note larger gains in language and attendance among participants in arts as compared with sports, and that greater breadth of participation was associated with better attendance, but did not influence test scores. Our findings inform educators’ efforts to maximize returns of extracurricular programs for student success.
Teachers’ Implicit and Explicit Gender Stereotypes: Perceptions of Mathematics Achievement
This study examined Lebanese primary school teachers’ gendered perceptions of mathematics ability using a mixed-methods survey. The research explored both explicit and implicit beliefs, drawing on gender schema theory and implicit bias theory. A total of 204 private school teachers took part. In the first part, teachers were randomly assigned to evaluate a student vignette describing identical moderate mathematics performance, with either a male, female, or gender-neutral name. No statistically significant differences were found across gender conditions for current or future achievement ratings. An adapted Implicit Association Test (IAT) measured teachers’ unconscious associations between gender and academic subjects. The IAT produced no significant gender-subject associations at the group level. Interaction effects involving teacher gender, age, and education suggested that implicit beliefs may vary across subgroups, warranting further investigation. Teachers’ explicit gender beliefs were assessed using a teacher gender stereotype scale. Multivariate analyses found that male and older teachers were more likely to agree with stereotypical statements about mathematics and gender. Although teachers’ direct evaluations were not gendered, beliefs about gender and mathematics were still present among certain groups. Future studies could examine if similar findings appear in Lebanese public schools or other subject areas and explore how teacher training might reduce the persistence of subtle gendered beliefs.
Academic Writing Support for English as an Additional Language Graduate Students: A Literature Review
As the number of English as an Additional Language (EAL) students continues to rise, it is imperative for higher education institutions with English as a medium of instruction to recognize the academic writing difficulties faced by EAL students and provide effective academic writing support. This literature review examines the existing academic writing support and issues with the support for EAL students. The search was conducted using databases including Academic Search Complete, ERIC, and Education Research Complete for relevant articles ranging from 2018 to 2024. A total of 28 articles were reviewed. The review findings suggest that supervisory support and discipline-specific writing interventions are major support strategies of high effectiveness. The review results reveal that the primary problem with these strategies is the pedagogical mismatch between EAL students and support providers. This review highlights the ongoing need for academic writing support that is well-suited to EAL students’ learning needs.
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.
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.
Help to Self-Help: Scaffolding Help in Systematised Reciprocal Peer Tutoring (SYKL) in Danish L1 Classrooms
This study explores the implementation of Systematised Reciprocal Peer Tutoring (Danish abbreviation: SYKL) in 4th-grade Danish L1 classrooms (students aged 10–11), with the aim of enhancing students’ socio-academic participation. SYKL is a structured peer tutoring approach that simultaneously promotes social relationships and academic inclusion. It involves explicit instruction for both teachers and students on how to support one another and engage in meaningful academic dialogue during pair work, with students alternating roles as tutor and tutee. Drawing on video observations and focus group interviews, the analysis examines the scaffolding of reciprocal help within SYKL. The findings indicate that socio-academic participation can be enhanced when pair work is scaffolded through curriculum integration and student pairing (macro-scaffolding), metacommunication and task design (meso-scaffolding), and students’ own micro-level peer scaffolding. Although scaffolded peer tutoring places significant responsibility on students, the teacher’s role remains central in designing tasks, pairing students, and modelling collaboration. The article contributes to the growing body of research on peer tutoring by emphasising the importance of scaffolding in promoting participation and learning in same-age peer interactions.
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.