Asian Journal of Education and Social Studies

Bridging Home and School: Transformational Leadership and Parental Involvement in Behaviour Management among Rwandan Secondary Students

2026-06-22T11:22:22+00:00

This paper examined school-home partnerships in students’ behaviour management in Rwandan secondary schools through Transformational Leadership Theory and Epstein’s School–Family–Community Partnership Framework. The study assessed the levels of transformational leadership, teacher invitations for parental involvement, teacher-parent relationships, teacher self-efficacy in involving parents, and parental involvement in behaviour management. A quantitative descriptive survey design was used with 106 teachers and 308 parents from four secondary schools in Rwanda. Data were collected using structured questionnaires and analysed in R through descriptive statistics and a one-sample t-test. Transformational leadership (M = 2.65, SD = 0.69) was significantly below the scale midpoint, t(105) = -5.14, p < .001. Teacher invitations for parental involvement (M = 2.11, SD = 0.75) and parental involvement (M = 2.35, SD = 0.66) were low, whereas teacher-parent relationships (M = 2.58, SD = 0.80) and teacher self-efficacy (M = 2.76, SD = 0.49) were moderate-low. Across parental involvement dimensions, parenting was relatively stronger (M = 3.35), while communication, volunteering, learning at home, decision-making, and community collaboration remained low. By integrating leadership and school-family partnership perspectives, the study shows that parental involvement in the sampled schools remains concentrated in home-based roles rather than collaborative school processes. It recommends strengthening transformational leadership practices, enhancing teachers’ capacity to engage families, and establishing structured mechanisms for parent participation in behaviour management.

Effect of Jigsaw Instructional Strategy on Primary Schoolers’ Achievement in Basic Science in Imo State

2026-06-23T06:28:24+00:00

This study investigated the effect of the jigsaw instructional strategy on primary school pupils’ achievement in Basic Science in Owerri Education Zone, Imo State. The study adopted a quasi-experimental pre-test, post-test, non-equivalent control group design, alongside a descriptive survey approach. The population comprised 18,025 Primary Four pupils, while the sample consisted of 155 pupils, comprising 76 males and 79 females, drawn from four intact classes. Two schools formed the experimental group, with 90 pupils taught using the jigsaw instructional strategy, while the remaining two schools formed the control group, with 65 pupils taught using the conventional lecture method. Data were collected using the Multiple-Choice Achievement Test on Basic Science (MCATOBS), which was validated by experts and yielded a reliability coefficient of 0.73. The treatment lasted 14 weeks. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the hypotheses at the 0.05 level of significance. The findings showed that pupils taught using the jigsaw instructional strategy achieved significantly higher scores than those taught using the lecture method. Female pupils recorded higher achievement gains than male pupils, although no significant interaction effect of gender and instructional method was found. The study concluded that the jigsaw instructional strategy improved pupils’ achievement in Basic Science more effectively than the conventional lecture method.

Effectiveness of Flipped Learning in Ameliorating Cognitive Engagement and Academic Achievement among Secondary School Students

2026-06-23T06:35:15+00:00

This study examined the effectiveness of flipped learning in improving cognitive engagement and academic achievement among secondary school students in science. The study used a pre-test-post-test control group design. The population comprised high school students enrolled at Alagappa Model Higher Secondary School, Karaikudi, Sivagangai District, Tamil Nadu. A sample of 70 students (35 boys and 35 girls) was selected on the basis of marks obtained in a previous examination to support group homogeneity and was randomly assigned to experimental and control groups. The experimental group was taught through the Flipped Classroom Learning (FCL) approach, whereas the control group received traditional classroom instruction. The intervention was implemented for five weeks. Data were collected using a science achievement test and the Questionnaire on Students’ Cognitive Engagement. The reliability coefficients for the achievement test and cognitive engagement scale were 0.85 and 0.87, respectively. Mean, standard deviation, independent samples t-test and Cohen’s d were used for analysis. The pre-test results showed no significant differences between the groups in academic achievement or cognitive engagement, indicating initial comparability. In the post-test, the experimental group obtained higher scores than the control group in science achievement and cognitive engagement. The post-test difference in academic achievement was statistically significant at the 0.01 level (t = 4.19), with a large effect size (d = 1.00). The post-test difference in cognitive engagement was also statistically significant at the 0.01 level (t = 14.7999), with a large effect size (d = 3.54). The findings indicate that flipped learning may support active participation, self-paced learning and higher-order thinking in secondary school science learning.

Influencing Factors and Consequences of Academic Procrastination: A Systematic Review

2026-06-22T08:18:50+00:00

Academic procrastination is a common concern in contemporary educational settings and is often understood as a failure of self-regulation rather than solely a time-management problem. Although many empirical studies have examined this issue, evidence on its influencing factors and consequences remains dispersed across educational contexts. This systematic review aimed to identify, categorise and synthesise recent empirical evidence on factors associated with academic procrastination and its major consequences among learners. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. A literature search was conducted in the Scopus database using terms related to academic procrastination, procrastination, students, learners and education. From an initial pool of 1021 records, 469 records were removed during screening, leaving 552 records for further assessment. After title and abstract screening, 501 records were excluded, and 51 empirical studies published between 2020 and 2026 were included in the qualitative synthesis. The selected studies were examined through qualitative content analysis. The findings indicate that academic procrastination is influenced by four broad domains: psychological, social, contextual and technological. Psychological factors, particularly self-regulation, academic self-efficacy, motivation, anxiety, stress, perfectionism and self-control, were most frequently reported. The review also shows that most included studies used quantitative methods and focused mainly on tertiary-level students. Reported consequences included poor academic performance, reduced achievement, lower academic success, weak task organisation, reduced motivation, stress, anxiety and other negative emotional outcomes. The review highlights the need for broader methodological approaches and further intervention-based research to address academic procrastination across learner groups.