Asian Journal of Education and Social Studies

Transforming Primary Schooling through Digital Innovation: Pedagogical Evolution, Equity and Intelligent Learning Systems

Gerasimos Kalogeratos — 2026-03-14

The accelerated development of digital technologies has reshaped educational systems worldwide, with primary education standing at the forefront of this transformation. Emerging technologies, including artificial intelligence, adaptive systems, digital learning environments, immersive applications, and gamified platforms, are redefining instructional practices, curriculum design, and student engagement. This paper critically explores the influence of innovative digital technologies on primary education through an extensive synthesis of international empirical and theoretical research. It investigates their effects on cognitive growth, learner motivation, inclusive education, instructional effectiveness, and teacher professional identity, while also examining ethical challenges, digital inequality, governance concerns, and implementation barriers. By integrating constructivist learning theory, the TPACK framework, and models of technology integration, the study provides a comprehensive analysis of how digital ecosystems reshape pedagogical processes in early schooling. The paper concludes with evidence-based policy recommendations and research priorities for sustainable, equitable, and pedagogically sound integration of digital innovation in primary schooling.

Strengthening Teaching Effectiveness in Primary Education through Life Skills–based Teacher Training

Manjula Mahadevan — 2026-03-17

Primary education constitutes the bedrock of lifelong learning, and the quality of instruction during these formative years exerts a profound influence on children’s cognitive, social, and emotional trajectories. Despite the substantial body of literature affirming the centrality of teacher quality in determining educational outcomes, there remains a notable lacuna in scholarly attention devoted to the systematic integration of life skills within teacher training programmes designed specifically for primary educators. This review examines theoretical frameworks, empirical evidence, and practical models associated with life skills–integrated teacher training, exploring how the deliberate incorporation of competencies such as self-regulation, empathy, effective communication, critical thinking, and reflective practice may substantially enhance teaching effectiveness at the primary level. Drawing on peer-reviewed literature from 2005 to 2026, complemented by seminal classical works in education and psychology, the review synthesises evidence from varied international contexts to address questions of curriculum design, pedagogical strategy, implementation feasibility, and measurable outcomes. Findings indicate that teachers who receive structured preparation in life skills demonstrate enhanced instructional quality, stronger pupil relationships, improved classroom management, and greater professional resilience. The review further identifies institutional, cultural, and systemic barriers that impede the mainstreaming of life skills within formal teacher education, whilst foregrounding the conditions that enable sustainable integration. Policy implications are drawn for teacher education boards, curriculum development bodies, and school leadership, with particular emphasis on contexts where life skills integration remains nascent.

Reimagining Primary Education in the Age of Intelligent Technologies: Systemic Transformation, Human-centered Pedagogy and Ethical Digital Futures

Gerasimos Kalogeratos — 2026-03-19

The rapid expansion of intelligent digital technologies is not merely enhancing primary education but fundamentally redefining its epistemological foundations, pedagogical structures, and institutional responsibilities. While previous research has emphasized technological integration and instructional innovation, this study advances a systemic and human-centered perspective on digital transformation in early schooling. Drawing upon interdisciplinary literature, the paper reconceptualizes primary education as a dynamic socio-technical ecosystem shaped by artificial intelligence, immersive technologies, adaptive systems, and data-driven infrastructures.

Methodologically, the study adopts a qualitative research design based on a systematic and integrative literature review. Academic publications, policy reports, and empirical studies related to digital transformation, artificial intelligence, and pedagogical innovation in primary education were examined. Sources were selected through purposive sampling from major academic databases, and the collected material was analyzed using thematic content analysis in order to identify recurring conceptual patterns, emerging educational practices, and policy implications related to intelligent technologies in primary education.

Rather than focusing exclusively on tools and outcomes, the analysis interrogates how digital innovation restructures power relations, professional identities, equity frameworks, and developmental paradigms. By synthesizing constructivist epistemology, the TPACK model, and contemporary governance scholarship, this study proposes a multidimensional framework for sustainable digital transformation. It concludes by articulating strategic policy priorities and research directions necessary for ethically grounded and developmentally appropriate innovation in primary education.

English Language Teaching in Transition: Historical Developments, Contemporary Trends, and Future Directions

Pankaj Bhanudas Vaishnav — 2026-03-21

English Language Teaching (ELT) has undergone substantial transformation over the past two centuries, reflecting changing theoretical perspectives, pedagogical priorities, and sociocultural developments. This article presents a narrative and analytical review of the evolution of ELT, tracing its progression from early grammar-based traditions to contemporary pedagogical practices shaped by globalization and technological innovation. The discussion begins with an examination of foundational approaches such as the Grammar–Translation Method and the reform movements that emphasized oral language and natural learning. It then explores the “method era” of the mid-twentieth century, during which systematic approaches such as the Audio-Lingual Method and a range of alternative pedagogies attempted to provide structured solutions to language teaching challenges.

The article further analyzes the emergence of communicative and learner-centered paradigms that shifted attention from structural accuracy to meaningful language use and interaction. Building on these developments, the discussion highlights recent trends in ELT, including technology-enhanced learning environments, task-based pedagogies, and the growing recognition of English as a global lingua franca used in multilingual and intercultural contexts. Particular attention is given to the increasing role of digital platforms and artificial intelligence in shaping contemporary language learning experiences.

The article argues that ELT should be understood as a dynamic and context-responsive field rather than a fixed methodological system. By synthesizing insights from historical developments and current pedagogical practices, it emphasizes the importance of adaptability, teacher agency, and learner engagement in language education. The article concludes by reflecting on future directions in ELT, highlighting the need to integrate technological innovation with human-centered pedagogical values in an increasingly interconnected world.

School Management Committees as Catalysts for Curriculum Reform and Interdisciplinary Learning

Aabha — 2026-03-24

School Management Committees (SMCs), established under India’s Right of Children to Free and Compulsory Education (RTE) Act, 2009, play a vital role in promoting decentralized governance and strengthening community participation in elementary education. While existing research has largely emphasized the administrative, financial, and monitoring responsibilities of SMCs, their pedagogical role, particularly in integrating local knowledge and supporting curriculum reform which remains underexplored. This study undertakes a qualitative synthesis of empirical and theoretical literature published between 2015 and 2025 to examine how SMCs facilitate contextualized and interdisciplinary learning in elementary schools. Drawing on peer-reviewed journal articles, policy documents, and regional case studies from India, the review identifies mechanisms such as teacher community interaction, use of local languages and cultural practices, engagement of community resource persons, participation in School Development Plans, and promotion of experiential learning rooted in local contexts. These practices enable interdisciplinary connections across subjects such as environmental studies, social sciences, language and vocational learning. The findings indicate that despite their significant potential, SMCs’ pedagogical contributions remain underutilized due to limited role clarity, inadequate capacity-building, socio-economic constraints, and weak policy linkages. The study underscores the need to strengthen SMC capacities and align community participation with curricular and instructional objectives to enhance curriculum relevance, interdisciplinary learning, and continuity with the holistic educational vision of the National Education Policy 2020.

School Climate, Culture, and Academic Success in Zambian Secondary Schools: A Social Identity Theory Perspective

Beatrice Mumbi Mwansa — 2026-03-07

Education systems worldwide continue to face persistent challenges, including unequal access, inconsistent quality, and outdated curricula, which collectively hinder the attainment of optimal academic outcomes. Within this complex landscape, schools’ internal environments have become crucial factors in their success. This study quantitatively examined the complex relationships among school climate, school culture, and student achievement in Zambian secondary schools by comparing government- and grant-aided institutions. Grounded in the Social Identity Approach, this research aimed to identify the mechanisms by which a school's environment impacts its success. A self-administered questionnaire was distributed to 304 teachers from 12 secondary schools in the Kabwe District, Zambia. Structural equation modelling (SEM) was employed to analyse the data. Data were analysed using the Statistical Package for the Social Sciences (SPSS) and structural equation modelling (SEM) in Stata 18. Factor analysis and Confirmatory Factor Analysis (CFA) were conducted to assess factor loadings, examine relationships among school climate, school culture, and student academic success, and verify the reliability and validity of the constructs before SEM.

The results revealed that the school climate had a significant positive influence on school culture, with a more pronounced effect in grant-aided schools. School culture also has a direct and positive impact on student achievement, particularly in grant-aided institutions. Furthermore, the school climate had a significant and direct influence on student achievement, with a greater effect in grant-aided schools. Notably, school culture significantly mediated the relationship between school climate and student achievement, with the mediating effect more substantial in grant-aided schools. These findings suggest that a favourable school climate not only directly enhances student success but also does so indirectly by nurturing a strong, positive school culture, which subsequently becomes a key driver of student achievement.

This study offers practical implications for educational policymakers, school leaders, and teachers, providing a comprehensive plan for improvement initiatives that emphasise investing in school climate and culture to enhance student outcomes.

Mathematical Anxiety of Students Studying in High Schools: A Quantitative Study of High School Students of Karaikudi, Sivaganga District, Tamil Nadu, India

K. Nagarani — 2026-03-07

Mathematics anxiety is a pervasive psychological construct that negatively influences students’ academic performance, self-confidence, and engagement in mathematical learning. The present study examines the level of mathematics anxiety among high school students and explores its variation across selected demographic variables. A descriptive survey method was employed, and data were collected from a randomly selected sample of 300 Grade IX students studying in high schools in and around Karaikudi, Sivaganga District, Tamil Nadu, India. The Mathematics Anxiety Scale was used as the primary instrument for data collection. Descriptive statistics, including mean and standard deviation, along with inferential analysis using the t-test, were applied to analyze the data. The results indicate that a majority of students experience moderate to severe levels of mathematics anxiety. A statistically significant difference in mathematics anxiety was observed only with respect to the type of school management (government and private). No significant differences were found in relation to gender, locality (rural and urban), or medium of instruction (Tamil and English). These findings suggest that institutional factors may exert a greater influence than demographic variables in shaping students’ emotional responses to mathematics. The study concludes by emphasizing the need for learner-centred pedagogical practices, supportive classroom environments, and inclusive instructional strategies to mitigate mathematics anxiety and promote positive attitudes toward mathematics learning at the high school level.

Assessment of the Alignment of Electrical/Electronics Technology Education Curriculum with Industry-Required Skills for Graduates of College of Education in Niger State

I. R. Akinduro — 2026-03-07

Survey research design was adopted for this study. The study was conducted in Niger State college of Education, Minna. The population of the study comprised of 9 Electrical/Electronics lecturers in Niger State College of Education, Minna and 15 industry employers/supervisors in electrical installation, maintenance, manufacturing, and related sectors in Minna Niger State. No sampling was taken, as the population was of manageable size, hence the entire population was used for the study. Questionnaire was used as the instrument for data collection. The instrument was validated by three experts from Department of Industrial and Technology Education, Federal University of Technology, Minna. The instrument was trial tested on 3 Electrical/Electronics lecturers and 4 employers/supervisors in electrical installation in Kwara state. Cronbach’s Alpha reliability coefficient was computed yielded 0.71 coefficient. The instruments were administered personally by the researcher to the respondents. Mean and standard deviation was used to analyze research questions while t-test was used to test hypothesis at 0.05 level of significance. Findings revealed that Electrical/Electronics Technology Education curriculum in Colleges of Education has a moderate representation of the technical and technological skills demanded by industry with a grand mean of 2.78 and practical training elements are moderately in line with the modern industrial practice with a grand mean of 2.75. Based on the findings, it is therefore concluded that it is possible to state that the Electrical/Electronics Technology Education curriculum in Colleges of Education provides students with the technical and practical skills needed in the industry in a moderate way.

Institutional Policy Orientation among the Newly Hired Clinical Instructors in Private Nursing Schools in the Province of Capiz

R. N. Zyra Grace D. Conejar — 2026-03-09

Aims: This study aimed to determine the extent of institutional policy orientation among newly hired Clinical Instructors (CIs) in private nursing schools in the Province of Capiz and to examine its relationship with selected demographic variables.

Study Design: A quantitative descriptive–correlational research design was used in the study.

Place and Duration of Study: The study was conducted in selected private nursing schools in Capiz during the academic year 2024-2025

Methodology: The study utilized a total enumeration sampling method to involve 50 newly hired clinical instructors from three private nursing schools in Capiz—the College of St. John Roxas, Filamer Christian University, and St. Anthony College. Data were gathered through a researcher-made online questionnaire designed to assess the extent of orientation manual implementation regarding Related Learning Experience (RLE) policy, syllabus and course outline preparation, and pedagogical skills. Statistical analysis was performed using frequency, percentage, and mean for descriptive data, while the Chi-Square test was employed to determine significant relationships between the extent of implementation and selected demographic variables, with all inferential tests analyzed at the 0.05 level of significance.

Results: The findings revealed that newly hired Clinical Instructors were generally very oriented to institutional policies related to RLE and pedagogical skills. However, orientation regarding syllabus and course outline preparation was only moderately implemented, indicating a need for more structured guidance in course planning and documentation.

Further analysis showed that employment status and years of clinical experience had a significant relationship with the perceived extent of orientation manual implementation. In contrast, age, sex, and educational attainment were not significantly associated with the level of orientation.

Conclusion: The study concludes that institutional policy orientation is generally implemented in private nursing schools in Capiz; however, inconsistencies remain in certain aspects of faculty preparation, particularly in syllabus development and teaching preparation. Strengthening and standardizing orientation programs—especially in course planning and documentation—is recommended to ensure effective instruction, promote consistency in academic practices, and enhance the overall quality of nursing education.

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda

Bagumisiriza Robert — 2026-03-09

The purpose of this study was to explore the influence of TVET-Industry collaboration in curriculum development, industry participation in practical training, sharing of training resources and training opportunities on employability skills of TVET graduates. This study considered more factors that influence graduate employability skills in addition to curriculum development as has been studied by many scholars. This study utilized cross sectional survey data collected from 217 trainers & heads of department. The data was analyzed using correlation, stepwise OLS multiple regression to study the relationships among the study variables using the Stata 17.0 (Stata-Corp College Station, TX, USA) software. The study findings showed that curriculum development (β=0.619, p<0.05), industry involvement in practical training (β=0.169, p<0.05), sharing of training resources (β=1.107, p<0.05), and training opportunities for trainers (β=0.446, p<0.05), have significant positive effects on the employability skills of the TVET graduates. These results implied that employability skills of graduates rely heavily on the nature of curriculum studied, transfer of practical skills by industry experts to the learners through industrial training, availability of training resources that facilitate learning as swell as level of knowledge possessed by the trainers. The findings suggested establishment of joint curriculum design and review committees, the promotion of continuous professional development and research activities, and the creation of dedicated liaison offices. This research provided a great contribution towards the knowledge pool of key determinants of the employability skills of TVET graduates as well as establishing the need to formalize, strengthen and coordinate collaborations between the TVET institutions and the industry.

Students’ Learning Motivation in Filipino, Readiness for Blended Learning, and Self-Efficacy: A Structural Equation Model of Effective Teaching Strategies among Pre-service Students

Mercy B. Abuloc — 2026-03-09

Aims: To investigate the best-fit model of effective teaching strategies through the predictors of students’ learning motivation in the Philippines, readiness for blended learning, and self-efficacy.

Study Design: Structural equation modelling

Place and Duration of Study: The study was conducted at the Caraga region, Philippines, during the school year 2023-2024.

Methodology: A validated, four-dimensional survey questionnaire was used to collect the data. Five hundred pre-service college students were randomly chosen to be the respondents in this study.

Results: The levels of students’ learning motivation in Filipino, readiness for blended learning, self-efficacy, and effective teaching strategies were at a High descriptive level. Further, the relationship and influence among students’ learning motivation in the Philippines, readiness for blended learning, and self-efficacy in effective teaching strategies yield significant results. Lastly, Model 3 is predicted to be the best-fit model of effective teaching strategies.

Conclusion: This study highlights the significance of learning motivation in Filipino, assessed through various motivation tools, integrative motivation, and preferred learning styles; readiness for blended learning, indicated by the availability of facilities and overall preparedness for integrated learning; and self-efficacy, demonstrated through the ability to transfer information to different contexts, aspects of the learning process and environment, social support from more knowledgeable peers, and goal setting as key strategies in effective language teaching.

Effectiveness of Multiple Representations in Enhancing Science Learning Achievement in Grade 6: An Action Research Study

Pema Gyelpo — 2026-03-10

This action research examined the effectiveness of multiple representations (MRs) in enhancing students' science learning achievement in grade 6. The study was done using a convergent parallel mixed-method design for a period of 6 weeks. A quantitative methodology was administered through a pre-test and post-test and a student perception survey (N = 23), and qualitative data were collected through focus group interviews. The findings from the quantitative methodology include a significantly positive outcome in the scores obtained after the intervention (mean difference = 4, P < .001). Qualitative findings show that various forms of representation, like models, video presentations, demonstrations, diagrams, out-of-class performances, and hands-on procedures on vastly different topics like the solar system, electricity, magnetism, environment, and living things, helped the respondents perform well by improving their understanding, making the learning process more enjoyable. Nonetheless, the challenges faced by the scholars often led to their confusion owing to the various representations. This study concludes that the integration of MRs plays a significant role for both achievement and enjoyment aspects, considering that an effective strategy for MRs is necessary to improve the learning process and enhance understanding.

Effects of the Flipped Classroom on Academic Achievement and Interest in Senior Secondary School Chemistry in Minna Metropolis

Mohammed Shehu — 2026-03-10

The flipped classroom approach has emerged as a practical instructional strategy designed to improve both academic achievement and student interest. In this model, students are introduced to lesson content before class through videos, digital presentations, or structured reading materials, while classroom time is used for discussions, collaborative learning, and problem-solving activities. This study investigated the effects of the flipped classroom on academic achievement and interest in senior secondary school chemistry in Minna Metropolis. The study adopted a quasi-experimental design involving 120 students, randomly assigned to experimental (flipped classroom) and control (conventional method) groups. Pre-test and post-test instruments were used to measure academic achievement and interest, while data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The results indicated that students taught using the flipped classroom achieved significantly higher scores in Chemistry (M = 18.4, SD = 0.9) than those taught using the conventional method (M = 12.7, SD = 0.7), with a mean gain of 6.6 and a statistically significant difference (F = 42.87, p < 0.05, η² = 0.27). Similarly, students’ interest in Chemistry improved substantially under the flipped classroom approach (M = 18.1, SD = 0.9) compared to the conventional method (M = 12.8, SD = 0.7), with a mean gain of 6.6 and a significant effect (F = 39.54, p < 0.05, η² = 0.25). The findings suggest that the flipped classroom enhances both cognitive and affective outcomes in Chemistry, promoting better understanding, engagement, and motivation among students. It is recommended that teachers, administrators, and curriculum planners adopt flipped classroom strategies to improve learning outcomes in secondary school Chemistry.

An Investigation into Cognitive Abilities and Their Influence on Mathematical Proficiency among Higher Secondary School Students

V. Ramesh — 2026-03-11

Education plays a crucial role in social, political, and economic development by fostering intellectual growth and preparing individuals for informed decision-making. In the modern academic context, mathematical proficiency is a fundamental competency, comparable to basic literacy skills in earlier eras. Mathematical learning is strongly influenced by underlying cognitive abilities, which shape students’ capacity to understand, apply, and analyze mathematical concepts. The present study investigates the influence of selected cognitive abilities on mathematical proficiency among higher secondary school students. The sample for the study consisted of 45 higher secondary school students selected from Karaikudi Higher Secondary School, Sivagangai District, Tamil Nadu, India. Cognitive abilities such as reasoning, memory, perception, and judgment were assessed using standardized psychological tools, while mathematical proficiency was measured through achievement tests. The collected data were analyzed using appropriate statistical techniques to determine the extent of influence of cognitive abilities on mathematics performance. The results revealed a significant relationship between cognitive abilities and mathematical proficiency among higher secondary school students. Students who demonstrated higher levels of reasoning ability, memory retention, and perceptual judgment achieved better scores in mathematics. Among the selected variables, reasoning ability emerged as the most influential predictor of mathematical achievement, followed by memory and perceptual skills. The study concludes that cognitive abilities play a vital role in determining mathematical proficiency at the higher secondary level. The findings emphasize the importance of integrating cognitive skill development into mathematics instruction. Educational interventions that strengthen reasoning, memory, and judgment may enhance mathematical learning outcomes and contribute to improved academic performance among higher secondary school students.

Perceived Role of Positive Reinforcement on Primary Students’ Academic Engagement and Motivation

Mithu Mondol — 2026-03-11

Background: Positive reinforcement in the classroom can take various forms, including verbal praise, tangible rewards, privileges, or symbolic incentives. Its use is still relatively sparse and selective in many primary schools in Bangladesh. Educators frequently use punishment or occasional rewards in place of systematic reinforcement procedures, resulting in inconsistent behavior regulation.

Aims: Using survey data from 300 primary school students’ and 50 teachers in Bangladesh, this study examines how positive reinforcement is perceived to support student motivation, classroom behavior, and learning engagement, alongside teachers’ knowledge, use, and training needs related to reinforcement strategies.

Study Design: A quantitative cross-sectional design was employed. Data were collected using two structured questionnaires (student: 10 items; teacher: 7 items; Likert-type scales) and analyzed in SPSS (v26) using descriptive statistics, reliability testing (Cronbach’s alpha).

Results: Descriptive statistics showed that over 92% of students’ reported consistently positive motivational and behavioral effects associated with reinforcement practices (M > 4.90 across items). Teachers’ strongly endorsed reinforcement effectiveness (100% agreement), though 74% reported irregular implementation and 90% indicated insufficient formal training. Based on these findings, the study proposes an evidence-informed Regular Positive Reinforcement Model (RPRM) to support the systematic and sustainable implementation of classroom practices.

Conclusion: The findings highlight the importance of structured reinforcement practices and targeted professional development for fostering inclusive and motivating primary school learning environments.

Mathematics Anxiety and Mental Well-being of Secondary School Students in Morigaon District, Assam, India: A Descriptive and Correlational Study

Subhalakhi Konwar — 2026-03-11

Aims: To identify the levels of mathematics anxiety and mental well-being among Class IX students in Morigaon district, Assam, to determine the significant difference of the students’ levels in the two constructs when they are grouped according to gender, and to determine the correlation between the two constructs.

Study Design: The study utilized Descriptive Survey Method.

Place and Duration of Study: Three Secondary schools of Morigaon district, Assam, during the academic session 2024–2025.

Methodology: A sample of 218 Class IX students (Boys = 98; Girls = 120) was selected using purposive sampling technique. Mathematics Anxiety Scale developed by Mahmood and Khatoon (2012) and the Warwick-Edinburgh Mental Well-being Scale (Tennant et al., 2007) were administered. Mean, Standard Deviation, Skewness, Kurtosis, independent samples t-test, and Pearson’s Product Moment Correlation were used for statistical analysis.

Results: The mean Mathematics anxiety score was 31.43 (SD = 12.32). About 8.72% of students exhibited extremely high anxiety, while 18.81% showed extremely low anxiety. No significant gender difference was found in Mathematics anxiety, t(216) = .14, p > .01, or mental well-being, t(216) = .35, p > .01. The mean mental well-being score was 49.12 (SD = 16.35). A significant negative correlation was observed between Mathematics anxiety and mental well-being (r = -.63).

Conclusion: Mathematics anxiety is significantly and negatively associated with students’ mental well-being. Reducing Mathematics anxiety through effective pedagogical strategies may enhance students’ psychological health and academic outcomes.

Teacher Interpersonal Behavior and Physical Self-perception as Predictors of Situational Interest in PE among University Students in Davao Oriental

William R. Pregunta — 2026-03-12

Grounded in Self-Determination Theory, which posits that motivation is enhanced when the basic psychological needs for autonomy, competence, and relatedness are supported, this study examined whether teacher interpersonal behavior and physical self-perception significantly associated with university students’ situational interest (SI) in physical education (PE) in Davao Oriental, Philippines. This paper employed a quantitative, descriptive-correlational method with 369 university students as respondents and utilized validated standardized instruments. Stratified random sampling was used to obtain an effective representation of participants. In analyzing the data gathered, mean, Pearson r, and multiple linear regression were applied. Results indicated that teacher interpersonal behavior (M = 4.01) and students’ SI in PE (M = 3.92) were rated high, while physical self-perception (M = 3.04) was moderate. Significant positive relationships were found between teacher interpersonal behavior and SI in PE (r = .406, P = .000), and between physical self-perception and SI in PE (r = .397, P = .000). Regression analysis further revealed that both variables jointly explained a significant portion of the variance in students’ SI in PE (R² = .202, P = .001). The findings imply that teachers who demonstrate supportive interpersonal behavior and encourage students’ confidence in their physical abilities can significantly influence students’ SI in PE classes.

Construction and Standardization of a Mental Imagery Scale for Secondary Level Students

Bibimoni Gogoi — 2026-03-13

Mental Imagery is the process of creating or re-creating an experience in a person’s mind by employing all the senses. The Mental Imagery Scale was developed based on established theoretical and measurement frameworks in the field of mental imagery, including seminal work on vividness of visual imagery, early psychometric approaches to imagery assessment, and dual-coding theory emphasizing the interaction between verbal and visual cognitive systems. The main objective of the present study was to construct and standardize a Mental Imagery Scale for measuring Mental Imagery of Secondary Level Students. The researcher constructed the draft Mental Imagery Scale consisted of 90 items using 3-point rating scale on the basis of 6 (three) selected areas of mental imagery. These are viz. Visual, Auditory, Gustatory, Olfactory, Tactual and Bodily imagery. All the 6 areas of mental imagery included 2 dimensions: Vividness of Mental Images and Clarity of Mental Images. The draft Mental Imagery Scale was consisted of 90 statements which were subjected to 5 experts’ suggestions. On the basis of the suggestions and recommendations of experts 11 items were dropped, the out the remaining selected 79 items, 9 items were partially modified. The draft Mental Imagery Scale was administered on a sample of 158 Secondary Level Students for item analysis. The final draft Mental Imagery Scale which was administered on 134 sample Secondary level students from 1 Government Secondary school (76= Boys 30+Girls 46), from 1 Private Secondary school (58= Boys 32, Girls 26). The study was limited to secondary-level students from selected Government and Private schools of Namsai District, Arunachal Pradesh. In the present study, t-value was calculated for the final selection of the items. The items having which yielded t-value 1.75 or more were retained to include in the final version of the Mental Imagery Scale for Secondary level. The statements of this scale were constructed in both English and Hindi language. The final scale consisted of 70 statements using 3-point rating scale on the basis of 6 (three) selected areas of mental imagery. The Split-half reliability coefficient of the scale was found to be .88, the Test-retest reliability coefficient was found to be .78 and the Cronbach Alpha reliability coefficient was found to be .79. In order to determine the validity of this scale, the researcher presented it to a number of experts in the field of seeking judgement regarding the content coverage of the scale and it was considered to have satisfactory content validity. The results suggest that the Mental Imagery Scale is a reliable and content-valid instrument for measuring mental imagery among secondary level students and may be effectively used for research and educational purposes.

A Path Model on Conflict Management Skills Beliefs among Public School Teachers as Influence by Organizational Politics, Transformational Leadership of School Heads, and Emotional Intelligence

Edmun S. Docena — 2026-03-14

This study sought to determine the best-fit path model on conflict management skills beliefs among public school teachers as influenced by organizational politics, transformational leadership, and emotional intelligence. Utilizing a descriptive-correlational approach through Path Model Analysis among 400 public school teachers who were selected using a proportionate stratified random sampling technique in Region XI, Philippines. Results showed very high levels across all variables and significant relationships between each exogenous variable and conflict management skills beliefs. Model 3 emerged as the best fit, indicating that organizational politics and emotional intelligence directly influenced conflict management skills beliefs, while transformational leadership was significantly influenced by organizational politics and emotional intelligence. The findings highlight how organizational politics, transformational leadership, and emotional intelligence interact to strengthen teachers’ confidence in managing conflicts. The findings offer valuable insights for researchers, educators, and policymakers seeking to improve conflict management skills and promote healthier school environments. Moreover, the study supports the development of evidence-based strategies that can strengthen teacher conflict management skills and contribute to the broader goals of quality education and sustainable educational management.

The Influence of Peer Relationship and Relational Behavior on Involvement in Campus Organizations among Senior High School Learners

Nuñala, Johnruf Niño — 2026-03-14

This study examined whether peer relationships and relational behavior predict senior high school students’ involvement in campus organizations. The research was conducted during the academic year 2024–2025 among students enrolled in Senior High School programs in Cluster 5 schools of the Division of Davao City. Using a quantitative non-experimental predictive correlational design, data were collected from 150 students selected through simple random sampling. Standardized questionnaires measured peer relationships, relational behavior, and organizational involvement. Data were analyzed using descriptive statistics, Pearson product–moment correlation, and multiple linear regression. Results indicated that peer relationships significantly predicted students’ involvement in campus organizations (β = .343, p = .001). Relational behavior was not a statistically significant predictor in the regression model (β = .180, p = .071). The regression model explained r = 0.235 of the variance in student involvement. As a correlational study, the findings show associations but not causal effects. The results highlight the importance of peer relationships in shaping students’ engagement in school organizations. Schools may consider initiatives that strengthen positive peer interaction and collaborative environments. These may support student participation in extracurricular activities. Future research may examine other factors influencing organizational involvement among students.

Analyzing Job Motivation among Financial Institution Employees in Cateel: A Descriptive Study

Jan Carlo G. Arriza — 2026-03-17

This study assessed job motivation among employees of financial institutions in Cateel, Davao Oriental, during the second semester of AY 2024–2025. Anchored on Maslow’s theory, the study employed a quantitative-descriptive design with 84 respondents selected through complete enumeration. Data were collected using a questionnaire adapted from Tan and Waheed (2011) and analyzed through descriptive statistics, independent-samples t-tests, and one-way ANOVA. Results revealed very high motivation levels regarding intrinsic ($M = 4.50, SD = 0.26$), extrinsic ($M = 4.40, SD = 0.41$), and work environment factors ($M = 4.45, SD = 0.43$), with an overall mean of 4.45 ($SD = 0.33$). No significant differences were found across demographic variables. The findings suggest that the financial institution workforce in Cateel is demographically balanced, with motivation levels remaining consistent across age, gender, position, and experience. These results indicate that universal motivational strategies effectively mitigate demographic disparities, suggesting that organizational policy should prioritize formalizing mentorship and agile feedback systems to sustain this high-engagement climate. Furthermore, the study establishes a high-motivation benchmark for future comparative research between provincial financial sectors and metropolitan banking hubs. The findings indicate a supportive and inclusive work environment, and the study recommends mentorship programs, personalized development plans, and agile feedback systems to further enhance employee motivation.

Exploring Parent–Teacher Partnerships during the Pandemic: A Single Case Study of Social Studies Teachers in Davao City, Philippines

Al Justine L. Lesmis — 2026-03-17

This qualitative single case study examines parent–teacher partnerships during the COVID-19 pandemic in Davao City, Philippines, using Bronfenbrenner’s Ecological Systems Theory as a framework. Data were collected through six in-depth interviews and six focus group discussions with social studies teachers from a private secondary school, guided by semi-structured questions. The study identifies parent-centered challenges, including inconsistent communication and limited parental involvement, alongside teacher-centered barriers, such as adapting to new learning modalities and managing excessive workloads. Teachers employed coping strategies like self-directed learning and optimized time management to address these challenges. Findings highlight how the pandemic redefined educational partnerships, emphasizing the importance of institutionalized communication policies, enhanced professional support, and resilience across the interconnected systems of home and school. These insights have practical implications for schools and educators, suggesting the need to strengthen teacher support programs and develop structured strategies for engaging parents effectively. This study also offers directions for future research, encouraging investigations into parent–teacher collaboration across different subjects, educational contexts, and perspectives to inform evidence-based policies and practices for sustaining educational resilience during crises.

Mathematical Thinking among Bachelor of Science in Mathematics Students: The Predictive Roles of Mathematics Anxiety and Attitudes

Celien L. Galvan — 2026-03-17

Aims: This study investigated the relationships among mathematics anxiety, mathematics attitudes, and mathematical thinking among Bachelor of Science in Mathematics students at the University of Eastern Philippines.

Study Design: A descriptive-correlational design was employed to explore the associations among the variables and to determine the predictive roles of anxiety and attitudes on mathematical thinking.

Place and Duration of Study: The research was conducted at the College of Science, University of Eastern Philippines, during the Academic Year 2025–2026, First Semester.

Methodology: A total of 66 undergraduate students participated. Structured Likert-scale questionnaires were used to measure mathematics anxiety, mathematics attitudes, and mathematical thinking. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis.

Results: Respondents exhibited high levels of mathematics anxiety (M = 3.52, Very Well), generally positive mathematics attitudes (M = 3.88, Very Well), and very well levels of mathematical thinking (M = 3.97, Very Well). Correlational analysis revealed a significant negative relationship between mathematics anxiety and mathematical thinking (r = −.347, p = .004), a strong positive relationship between mathematics attitudes and mathematical thinking (r = .699, p < .001), and a negative relationship between mathematics anxiety and attitudes (r = −.264, p = .032). Multiple regression analysis indicated that mathematics anxiety and attitudes together significantly predicted mathematical thinking, explaining 51.7% of the variance (R² = .517, F(2, 63) = 33.749, p < .001).

Conclusion: The findings suggest that positive attitudes toward mathematics enhance mathematical thinking, while high anxiety hinders cognitive engagement and problem-solving abilities. Interventions aimed at reducing anxiety and fostering positive attitudes are recommended to improve higher-order mathematical thinking and promote student confidence and persistence in mathematics learning.

Awareness to Engagement: A Mixed Methods Study of Political and Civic Development in a Philippine Senior High School

Marvilyn P. Tayo — 2026-03-17

Aims: To examine how political and civic awareness relate to political and civic engagement among Senior High School (SHS) students in the Philippines, and to identify the mechanisms through which awareness is converted into action. It advances civic education theory by refining the Input–Process–Output (IPO) framework to highlight mediating processes between awareness and engagement, and extends Freire’s critical consciousness and Bandura’s social learning perspectives to explain how awareness becomes participation in hybrid classroom/digital contexts.

Study Design: An explanatory sequential mixed‑methods design was employed, combining quantitative analysis of awareness–engagement relationships with qualitative exploration of underlying mechanisms.

Place and Duration of Study: The study was conducted in Domingo Lacson National High School, Banago, Bacolod City, Negros Occidental, Philippines during the School Year 2025–2026.

Methodology: Stratified random sampling yielded 400 students balanced by sex, grade level, and SHS track. A five‑part questionnaire, using Likert‑based scales, measured demographics, political awareness, civic awareness, political engagement, and civic engagement. Regression models controlled for demographic variables (sex, grade level, track). Extreme‑case purposive sampling selected 8 students for focus group discussions. Quantitative findings identified patterns that directly shaped focus group prompts, enabling qualitative insights to deepen interpretation of statistical trends. Quantitative data were analyzed using descriptive statistics, subgroup comparisons, correlations, and regressions, while qualitative data were examined through reflexive thematic analysis.

Results: Students were generally “Aware” in both domains, with civic engagement stronger than political engagement. Political awareness moderately predicted political engagement (r ≈ .40; R² ≈ .16), while civic awareness strongly predicted civic engagement (r ≈ .67; R² ≈ .45). Qualitative themes revealed mechanisms including digital political learning, curricular disparities, incentive‑dependent participation, and peer‑network socialization. Track differences were most pronounced for awareness, grade differences modest for engagement, and sex differences minimal.

Conclusion: Awareness alone does not guarantee participation; civic pathways serve as bridges toward political learning. This study advances IPO theory by highlighting process‑level mediators that convert awareness into engagement, extends Freire’s and Bandura’s frameworks to hybrid classroom and digital contexts, and positions the Philippine SHS case as globally relevant for understanding youth civic development in digital democracies. Policy implications point to track‑inclusive experiential civics, stronger media and information literacy, and autonomy‑supportive school routines that reliably transform awareness into action.

Determinants of Workplace Happiness among Secondary School Teachers in Balasore District: A Quantitative Analysis

Amulya Kumar Acharya — 2026-03-18

The present study was undertaken to analyse the level of happiness among secondary school teachers and to compare their level of happiness with respect to gender, type of school, and locality. The study used a descriptive survey design to carry out the research, and a total of 125 secondary school teachers from the different schools of Balasore district of Odisha were chosen as samples using a simple random sampling technique. The data was collected during the academic session 2025-2026 using a self-developed Happiness Scale with CVI of 0.785 and split half reliability of 0.723. The scale comprises 56 statements related to the 7 dimensions of workplace happiness. Both descriptive and inferential analysis methods were used for the analysis of data. The results showed that the majority of secondary school teachers (75.2%) had a moderate level of workplace happiness, while 12% teachers had a high level of happiness and 12.8% teachers had a low level of happiness (M = 221.65, SD = 17.41). The results of the independent t-test indicated that there is no significant difference in workplace happiness between male and female secondary school teachers. But the result revealed that there is a significant difference in workplace happiness on the basis of the type of school and locality. It was found that the teachers in government schools have higher workplace happiness than teachers in private schools. Moreover, the teachers in the secondary schools in rural areas also have higher levels of workplace happiness than those in urban areas. The importance of the institutional and environmental factors in influencing the happiness of teachers in the workplace is emphasised in the study. The findings of the study will be helpful for educational administrators and policymakers to develop strategies for enhancing the happiness of teachers in the workplace.

Influence of Perceived Teacher Support and Basic Psychological Need Satisfaction on Senior High School Students’ Engagement in Mathematics

Bismark Basigi — 2026-03-19

This study aimed to examine the influence of teacher support and basic needs satisfaction on student engagement in mathematics within the Kasena-Nankana Municipal. The research sought to answer questions on student perceptions of teacher support, the state of basic needs satisfaction, and the level of engagement in learning mathematics. The hypotheses tested the relationships between perceived teacher support, basic needs satisfaction, and student engagement. A descriptive correlational design was used, involving 301 Senior High School (SHS) students randomly sampled across six schools with a population of 1384 students. Data was collected through questionnaires and analysed using simple linear regression and descriptive statistics (means and standard deviations). The findings revealed that students generally perceive teacher support positively and show moderate satisfaction with their autonomy, competence, and relatedness needs. Engagement levels were moderate to high, with teacher support playing a crucial role in enhancing this engagement. Both teacher support and basic needs satisfaction were significantly related to higher student engagement, with teacher support having a stronger impact. The study concluded that consistent and effective teaching methods, especially those integrating technology and addressing diverse needs, are essential for boosting student engagement. Recommendations include the implementation of blended learning strategies, professional development for teachers, and fostering a student-centered learning environment that supports autonomy, relatedness, and competence.

Evaluation of School Heads’ Research Mentoring Programs: Basis for Research Policy Recommendation

Ryan C. Tura — 2026-03-21

Aims: The study aims to evaluate the implementation of school head’s research mentoring programs as baseline for research policy recommendation.

Study Design: It uses an explanatory sequential design type of mixed method which involves descriptive statistics and thematic analysis using Colaizzi's (1978) method.

Place and Duration of Study: The study was conducted in the Department of Education (DepEd) Division of Cagayan de Oro City, Province of Misamis Oriental, Region 10, Philippines from June 2025 to January 2026.

Methodology: The respondents include 160 Master Teachers and 60 Teachers who are chosen through purposive sampling methods.

Results: Findings revealed that the level of implementation of school heads’ research mentoring programs is high; school heads display low level of research competence in terms of technical skills but exhibit high level of research competence in terms of interpersonal, psychosocial, culturally responsive and professional skills and teachers demonstrate high level of research competence in all aspects. Moreover, the impact of research mentoring programs emerged such as skill enhancement, collaborative culture and professional growth. On the other hand, challenges emerged in the implementation such as lack of time, insufficient research skills and weak collaboration. Overall, the program influenced them based on emerging themes such as research engagement, professional development and developed passion for research. Based on the findings, the study crafted a research policy framework highlighting technical capacity enhancement, praise and rewards system and organizational support.

Conclusion: The study revealed that school heads’ research mentoring programs are generally implemented at a high level, as reflected in the overall mean scores. However, several critical indicators particularly in technical, psychosocial, and professional aspects remain underdeveloped which articulates gaps in research mentoring programs. This underscores the need to upgrade the implementation by strengthening teacher’s skills in statistics, capacitating them in stress management and fostering collaborative skills among school heads. Future direction of the study may focus on the significant relationship of school heads’ research mentoring programs towards research competence of school heads and teachers.

Internet Use, Social Networking and Academic Achievement Insights for Educational Technology in Undergraduate Learning

J. Rebekah — 2026-03-21

This study explored the connection between internet usage, social networking practices, and the academic performance of undergraduate students, with the aim of generating insights for the use of educational technology in higher education. A total of 614 students from Thanjavur district, Tamil Nadu, were chosen through stratified random sampling to ensure balanced representation by gender, locality, subject stream, type of institution, and college category. Standardized instruments were applied to assess levels of internet engagement, participation in social networking services, and academic achievement.

Descriptive results indicated moderate levels of internet use, social networking activity, and academic performance among the participants. Independent t-tests and ANOVA showed no significant differences in internet and social networking usage across gender, locality, and subject stream, while academic performance varied significantly by type of institution and college category. Correlation analysis revealed a strong positive association between internet use and social networking, whereas internet usage demonstrated a negative relationship with academic achievement. Social networking, however, showed no notable association with performance outcomes. Multiple regression analysis confirmed that internet usage, social networking, gender, type of institution, and college category were significant predictors of academic achievement, jointly accounting for 13.4% of the variance.

The findings emphasize the dual influence of digital technologies in education: while internet and social networking platforms are embedded in students’ daily routines, their unmoderated use may hinder academic success. The results underscore the importance of cultivating balanced digital habits and developing institutional strategies that leverage technology effectively for undergraduate learning.

Instructional Design of Bengali as First Language at Secondary Level in India and Bangladesh with Special Reference to Content Organisation

Koushik Saha — 2026-03-21

During teaching Bengali as a first language (BFL) in classrooms at the secondary schools in India and Bangladesh, teachers face challenges in the context of changing learners’ needs, digital culture, and diverse classroom backgrounds. This study aims to make a comparative analysis of the content and its organization of the Bengali curriculum as a first language at the secondary level of school education in India and Bangladesh. Outcome-based objectives of the curriculum, the content and disorganization, designed by the competent authorities of both countries, have been compared, where the Bengali language is used as the mother tongue and the first language as well. Qualitative research methodology is followed in this investigation. The document-based analysis, along with a comparative investigation approach, has been employed to analyse collected data. The major findings of this study suggest that a well-planned instructional design, mainly the organised content of Bengali as the first language at the secondary level, is used in India and Bangladesh. The study recommends that the exchange of experiences and thoughts between the Bengali curriculum development authorities, such as the Board of Secondary Education in India and the National Curriculum and Textbook Board in Bangladesh, should be enhanced. Furthermore, the Bengali syllabus should be renewed from time to time through regular research-based reviews in both countries.

Quantitative Assessment of Psychosocial Factors Associated with Risky Sexual Behaviour among Secondary School Adolescents in Delta State

Morrison O. Jessa — 2026-03-21

Risky sexual behaviour among adolescents remains a critical concern with implications for health, psychosocial development, and educational outcomes. Although peer influence, social media usage, and dressing practices are frequently cited as determinants of adolescent sexual behaviour, empirical evidence regarding their relative predictive relevance remains inconsistent, particularly within school-based populations in Delta State. This study quantitatively assessed the psychosocial predictors of risky sexual behaviour among secondary school adolescents in Delta State, Nigeria. A correlational research design was adopted, involving a sample of 600 students selected through multistage sampling procedures. Data were collected using a validated questionnaire measuring peer influence, social media usage, indecent dressing, and risky sexual behaviour. Construct validity was established through principal component analysis, while reliability indices were confirmed using Cronbach’s alpha coefficients. Data were analysed using regression statistics at the 0.05 level of significance. Findings revealed that social media usage demonstrated a statistically significant relationship with risky sexual behaviour, whereas peer influence and indecent dressing did not independently predict adolescents’ sexual risk-taking. Furthermore, the combined predictive model did not yield a statistically significant effect. These results suggest that adolescent risky sexual behaviour is influenced by selective psychosocial factors rather than a uniform set of commonly assumed predictors. The study concluded that risky sexual behaviour among secondary school adolescents in Delta State is not uniformly explained by commonly assumed psychosocial factors when subjected to rigorous quantitative assessment. It was recommended amongst others, that schools should integrate structured digital literacy and media education into the secondary school curriculum.

Employee Engagement as Predictor of Organizational Performance of Banana Plantation

Jemar L. Sardoma — 2026-03-23

This study examined employee engagement as a predictor of organizational performance in banana plantations in Taytayan, Cateel, Davao Oriental. Recognizing the critical role of human resources in agricultural productivity, the study investigated how key dimensions of employee engagement are work engagement, employee communication, employee commitment, discretionary effort, and meaningfulness of work affect organizational performance in terms of staff motivation, working environment, training and development, and management practices. A quantitative descriptive–correlational research design was employed. Data were collected from 222 full-time plantation employees selected through simple random sampling using adapted Likert-scale questionnaires. The data were analyzed using descriptive statistics, Pearson correlation, and regression analysis. The findings revealed that both employee engagement (M = 1.71) and organizational performance (M = 1.68) were rated very high across all indicators. Correlation analysis showed a strong, positive, and statistically significant relationship between employee engagement and organizational performance (r = 0.766, p < 0.001). Furthermore, regression analysis confirmed that employee engagement significantly predicts organizational performance (β = 0.766, t = 17.678, p < 0.001). The study concludes that fostering meaningful work, effective communication, and employee commitment is essential for sustaining high organizational performance. The findings highlight the importance of strengthening engagement-driven human resource strategies, including recognition systems, leadership communication, and continuous training, to enhance productivity, employee retention, and long-term organizational sustainability in agricultural enterprises.

Development of Life Skills among High School English Learners: A Survey Study

S. Jessy — 2026-03-23

This study investigates the level of communication, creative thinking, and critical thinking life skills among high school English learners. Despite increasing emphasis on life skills in twenty-first-century education, empirical evidence examining these competencies within English language learning contexts remains limited. Therefore, the present study aims to examine the level of selected life skills among high school English learners. A survey research design was employed using a structured questionnaire consisting of 30 items covering three dimensions of life skills. This study involved 150 high school students from five schools in Sivagangai District, selected through simple random sampling, including both male and female learners from grades IX and X. The collected data were analyzed using descriptive statistics and a one-sample t-test. The findings revealed that students demonstrated a moderate level of communication, creative thinking, and critical thinking skills, with communication skills showing the highest mean score. Furthermore, correlation analysis showed positive relationships among communication skills, creative thinking skills, and critical thinking skills, suggesting that these competencies are interrelated. The study highlights the need to strengthen life skill development within English language learning contexts.

Internal Quality Assurance-Driven Professional Development and Teacher Autonomy: Evidence from Public Secondary Schools in Tanzania

Apolonia A. Agaptus — 2026-03-24

The Internal Quality Assurance (IQA) system is a cornerstone for improving educational quality, thereby strengthening PD to enhance teacher autonomy, which is the bedrock for instructional innovation and professional competence. Grounded in Self-Determination Theory, this study examines the influence of Internal Quality Assurance (IQA)-driven professional development (PD) on enhancing teacher autonomy in Public Secondary Schools (PSSs) in Morogoro Region, Tanzania. The study employed a mixed-methods convergent design, guided by a pragmatist research philosophy. The sample size for this study comprises 371 respondents, including 225 teachers from 25 public secondary schools, 100 Internal Quality Assurance Team (IQATs) members, 7 Chief District Quality Assurance Officers (CDQAOs), and 7 District Secondary Education Officers (DSEOs) from the 7 districts in Morogoro region. Questionnaire instruments were administered to teachers for quantitative data collection, and structured interviews were conducted with CDQAOs and DSEOs for qualitative data, as well as Focus Group Discussions (FGDs) with Internal Quality Assurance Teams. Quantitative data were descriptively and inferentially analyzed using Linear Regression in SPSS version 20, as well as thematic analysis procedures for qualitative data. The study found that effective IQA practices, specifically those emphasizing reflective teacher training and peer learning, significantly enhance teachers’ instructional freedom and increase their ability to make decisions. This study demonstrates that IQA-driven PD in Public secondary schools in the Morogoro region, Tanzania, significantly enhances teacher agency within a hierarchical education system by promoting reflective instructional autonomy, collaborative decision-making, and data-driven instructional innovation through systematic self-evaluation and institutional learning feedback loops. Based on the tested hypothesis, the study concluded that there was a significant relationship between teachers’ professional development programs and management of students’ behaviors independently in public secondary schools in the Morogoro region. It is further concluded that the IQA framework with integrated teacher-centered PD enhances both the quality of education and teachers’ autonomy in PSSs. The study recommends sufficient funding, consistent PD delivery, and the IQA policy review on the hierarchical framework of the IQA mechanisms, which hinder the full realization of teacher autonomy in PSSs.

Impact of Student Involvement in Community Extension Programs: A Philippine Higher Education Study

Jay D. Ontal — 2026-03-24

Aims: Low student participation impedes holistic development. Despite the mandate for community extension in Philippine higher education, student participation remains inconsistent. Hence, students' involvement in the school’s extension activities is greatly affected and contributed to by several factors, including their perception of its effectiveness and purpose.

Study Design: This study employed a quantitative-descriptive design.

Place and Duration of Study: This study was conducted in a higher education institution in Davao City for the academic year 2021-2022.

Methodology: This study employed the quantitative-descriptive research design and used stratified random sampling with 268 basic education students and 317 college students, accounting for 585 respondents. Data were collected using an adapted survey questionnaire. Descriptive statistical methods were applied to analyze the data.

Results: The results showed that the college department had more respondents than the basic education department, and students’ extent of involvement in the CEP activities was moderate (M = 2.98), interpreted as “involved.” Furthermore, the implementation of CEP activities was rated very high (M = 4.21), while students perceived the activities as effective (M = 4.13) and having a high effect on their development (M = 4.19).

Conclusion: The data showed that the CEP activities were generally perceived by the students as effective. It was manifested through their involvement, assessment of the implementation, perceived effectiveness, and perceived effect.

Value-based Education in Strengthening Students’ Moral Awareness and Social Responsibility among Secondary School Students

R. Srirangan — 2026-03-24

Values plays fundamental role in enhancing the personality and social behaviour of individuals. An attempt made to investigate the attitude of secondary school students towards values with reference to selected demographic variables such as gender, locality, parents’ occupation, and standard of study. The study adopted the normative survey method to explore the attitude of students. The sample consisted of 100 secondary school students studying in IX and X standards, including 50 males and 50 female students. The sample was selected using a simple random sampling technique from a government co-educational secondary school. A self-constructed Attitude towards Values Scale consisting of 20 statements based on a five-point Likert format was used to collect data. The responses ranged from strongly disagree to strongly agree. Statistical techniques such as mean, standard deviation, and the independent sample t-test were used for data analysis. The findings revealed that secondary students possess a moderate to high level of attitude towards values. Further analysis indicated that there was no significant difference in students’ attitudes towards values with respect to gender, locality, parents’ occupation, and standard of study. The results highlight the importance of value-based education in strengthening students’ moral awareness and social responsibility. The study suggests that schools should continue to emphasise value education as part of holistic student development.

Integrating Life Skills into Teacher Education: Effects of Structured Critical Thinking Training on Prospective Teachers' Performance

B. Pavithra — 2026-03-24

In today's educational environment, teachers need subject knowledge, teaching skills and life skills that help them engage and manage classrooms effectively and support students’ emotional and educational needs with comparatively limited empirical attention to the integration of life skills—particularly critical thinking—in enhancing teaching performance. This study addresses this gap by examining the effectiveness of structured training modules grounded in critical thinking strategies as a life skill intervention for prospective teachers. An experimental design was used. A sample of 60 prospective teachers from the B.Ed. Colleges were taken from colleges in Sivagangai District. The standardised Performance Scale was used for collecting data on Teaching performance. Descriptive statistics method and paired-sample t-tests were used to analyse data. The findings revealed statistically significant improvements in both groups; however, the experimental group demonstrated markedly greater gains in teaching performance (t = 5.27, p < 0.01) than the control group. Furthermore, a significant difference between post-test scores of the two groups (t = 6.54, p < 0.001) confirms the effectiveness of the intervention. These results provide strong experimental evidence that structured life skills–based training, particularly in critical thinking, substantially enhances teaching performance. The study implies that integrating structured life skills training into teacher education programs can bridge the gap between theoretical preparation and classroom practice, thereby improving instructional quality and professional competence among future teachers.

Bridging Policy, Institutions and Technology: A Comparative Perspective on Earthquake Disaster Management in Nepal

Youba Raj Poudyal — 2026-03-24

Nepal’s high seismic risk, exacerbated by its location along the collision boundary of the Indian and Eurasian Plates, necessitates robust earthquake disaster management systems, as evidenced by historical events like the 2015 Gorkha earthquake. This study evaluates Nepal’s current policy and institutional frameworks, identifying critical gaps in implementation, technological adoption, and community engagement. We analyze the Disaster Risk Reduction and Management Act 2017 and assess the roles of key institutions such as the National Disaster Risk Reduction and Management Authority (NDRRMA), revealing persistent challenges in coordination, building code enforcement, and early warning systems. Comparative case studies of Japan and Mexico highlight the potential of advanced technologies, such as IoT-based seismic monitoring and AI-driven early warning systems, which could be adapted to Nepal’s context. Our findings underscore the need for stronger policy enforcement, integrated technological solutions, and localized community preparedness programs. The research contributes to disaster resilience literature by proposing actionable strategies to bridge the gap between policy intent and practical implementation, particularly in resource-constrained settings. The recommendations emphasize the importance of multi-stakeholder collaboration and context-specific innovations to mitigate seismic risks in Nepal’s rapidly urbanizing landscape.

Exercise Engagement and Quality Physical Education as Determinants of Psychological Need Satisfaction among Tertiary Students

April Rose C. Navaja — 2026-03-24

Tertiary-level students have been found to experience relatively low levels of psychological need satisfaction, a concern that has been widely documented among physical education (PE) populations globally. Within this context, the present study examined the extent to which exercise engagement and the quality of physical education contribute to students’ psychological need satisfaction. The investigation was conducted in Region XI in the southern Philippines, specifically within tertiary institutions located in the Island Garden City of Samal, a coastal municipality in Davao del Norte. A quantitative diagnostic research design was employed, involving a sample of 280 students selected through proportionate stratified random sampling to ensure representativeness across institutions. Descriptive statistics, including mean and standard deviation (SD), were utilised to assess the levels of exercise engagement, quality of physical education, and psychological need satisfaction among participants. Furthermore, multiple linear regression analysis was conducted to examine the predictive relationships among the variables. The findings indicated that exercise engagement and the quality of physical education collectively accounted for 71% of the variance in students’ psychological need satisfaction, demonstrating a substantial and statistically significant contribution. These results provide partial empirical support for the Theory of Planned Behavior, particularly in relation to behavioural and contextual determinants of student outcomes. However, a remaining 29% of the variance was unexplained, suggesting the influence of additional factors not captured within the present model. In light of these findings, future research is encouraged to explore other potential determinants, such as attitudes towards behaviour, which may further elucidate variations in psychological need satisfaction. From a practical perspective, educational institutions are advised to enhance student engagement in physical activity and to implement high-quality, student-centred PE programmes. Such initiatives may play a pivotal role in fostering improved psychological need satisfaction and, consequently, promoting overall student well-being and participation.

Accounts on Experiences of Firefighters in Toril Davao City

M. Oculares, Karyl — 2026-03-26

Aims: This study aims to explore and describe the lived experiences of firefighters in Toril, particularly their encounters with critical incidents, trauma exposure, coping mechanisms, and the factors that influence their emotional well-being and operational performance.

Study Design: This study utilized a descriptive qualitative research design.

Place and Duration of Study: The study was conducted among active firefighters assigned in Toril Fire Station, Davao City, Philippines. Data collection was carried out through in-depth interviews during the first semester of 2026.

Methodology: A descriptive qualitative research design was employed. Participants were selected through purposive sampling and consisted of active-duty firefighters with direct experience in responding to critical incidents. Data were gathered using semi-structured, in-depth interviews. The responses were transcribed, coded, and analyzed using thematic analysis to identify recurring themes related to trauma exposure, coping strategies, manpower concerns, unity, resilience, and professional dedication.

Results: Findings revealed that firefighters frequently encounter emotionally and psychologically demanding situations due to repeated exposure to traumatic events such as fires, accidents, and rescue operations. Participants reported experiencing stress and emotional strain; however, they demonstrated strong resilience supported by teamwork, camaraderie, professional training, and a strong sense of duty to serve the community. Peer support and emotional regulation were identified as key coping mechanisms. The study also highlighted concerns regarding understaffing and inadequate equipment, which may affect safety and operational efficiency.

Conclusion: The study concludes that while firefighters in Toril face significant emotional and operational challenges, resilience, unity, and strong professional commitment enable them to perform effectively. However, the need for additional manpower and adequate resources is essential to enhance safety, well-being, and operational performance. Strengthening institutional support systems may further improve firefighter resilience and service delivery.

Cognitive Flexibility and Community Participation Among Arts and Science College Students: A Survey Study

Saidulu Kare — 2026-03-26

This study examines the relationship between cognitive flexibility and community participation among arts and science college students using a normative survey method. The sample consisted of 307 undergraduate (UG) and postgraduate (PG) students selected from government and private colleges in Tamil Nadu, India. Data were analysed using t-tests and correlation analysis to identify differences across demographic variables such as gender, degree level, institution type, and locality. The findings revealed significant differences in cognitive flexibility with respect to gender and locality. However, no significant differences were observed based on degree level and type of institution. Community participation did not show significant variation across any demographic variables. Furthermore, the correlation analysis indicated that there was no statistically significant relationship between cognitive flexibility and community participation. The study provides insights into the role of demographic factors in shaping cognitive flexibility and highlights the need to explore additional variables influencing student engagement and community participation.

Teaching in an IP School Community: A Single Case Study of Non-Indigenous Public-School Teachers in Davao City, Philippines

Jeremias Jr, A. Tamayo — 2026-03-27

This study aimed to explore the challenges, coping strategies, and insights of non-Indigenous public-school teachers working in an Indigenous Peoples (IP) school community in Davao City, Philippines, using Gay’s Culturally Responsive Teaching Theory as a framework. Using a qualitative single-case study design, the research was conducted in a selected IP school in Davao City. Data were gathered through five in-depth interviews and six focus group discussions with selected teachers, guided by semi-structured questions. This study adopted a single-case qualitative approach and used thematic analysis. Findings revealed that teachers in IP schools faced significant challenges, particularly in adapting to students’ native languages and navigating cultural differences that often led to culture shock. Coping strategies emphasized interactive teaching, active student involvement, and fostering social understanding while cultivating supportive connections within the school community. Teachers demonstrated resilience and adaptability by balancing personal and professional growth, managing expectations, and enhancing learning environments to meet diverse needs. Insights showed that coping meant reshaping teaching philosophies and finding growth through challenges, with motivation drawn from the impact of their work. These findings have practical implications for schools and educators, suggesting the need to strengthen teacher support programs and develop structured strategies that help non-IP teachers adapt, build resilience, and engage effectively in Indigenous school contexts. The study also offers directions for future research, encouraging investigations into the experiences of non-Indigenous educators in IP communities to inform evidence-based policies and practices for sustaining educational resilience.

Influence of Dance Engagement and Emotional Intelligence on Psychological Well-being among Junior High School Students in Davao City

Jovie B. Mirontos — 2026-03-28

Students' psychological well-being is problematic. Using a diagnostic research design, this study aimed to determine the significance of the contributions of dance engagement and emotional intelligence on the psychological well-being of students. A total of 350 junior high school students were selected through proportionate stratified random sampling. The descriptive results revealed that students demonstrated high levels across all three variables. Emotional intelligence and psychological well-being included indicators rated very high, suggesting stronger dimensions in these areas compared to dance engagement. Correlation analysis showed that both dance engagement and emotional intelligence had significant but low correlations with psychological well-being, indicating comparable levels of association across the two variables. Regression analysis further revealed that dance engagement and emotional intelligence both significantly predicted psychological well-being, with dance engagement exerting a stronger influence. Together, these predictors formed a significant model that explained 4.7% of the variance in psychological well-being, partly affirming Self-Determination Theory. Future research may investigate the concept of relatedness or employ qualitative methods to account for the remaining 95.3% of the criterion variance. The Department of Education may prioritize structured dance programs and activities focused on emotional intelligence to promote psychological well-being.

Reporting from the Margins: Technological Deficits and Structural Challenges in Hyperlocal Digital Journalism in Jharkhand

Rupa Kumari — 2026-03-28

The expansion of digital media has significantly transformed the media landscape in Jharkhand, leading to the growth of hyperlocal journalism. Independent journalists are increasingly using social media platforms such as Facebook, WhatsApp, and YouTube to report local issues that are often neglected by mainstream media. This study aims to examine the challenges faced by independent digital journalists in Jharkhand, particularly regarding financial sustainability, technological limitations, and structural constraints. The research adopts a qualitative approach, using in-depth interviews with editors and reporters associated with independent digital news platforms. For this research, 13 digital news outlets, ranked by views, were selected for content-based analysis to understand the functioning and reach of hyperlocal journalism. The findings reveal that while digital platforms have expanded audience engagement and provided new opportunities for news dissemination, journalists continue to face financial instability, limited technical resources, and a lack of institutional support. The absence of formal recognition further restricts access to information and professional opportunities. The study concludes that although digital media has democratized news production at the grassroots level, the sustainability of hyperlocal journalism depends on improved infrastructure, policy support, and formal recognition of digital news platforms.

Perception of Technology Education Lecturers about Technical Education Research and Evaluation in South-South Nigerian State Universities

Odu Oji Kennedy — 2026-03-30

Research in technical education helps the teachers to teach more effectively, it improves the standard of production, or fabrication, it enhance our maintenance ability or culture and helps to produce the much needed technological literature. The study was designed to ascertain the perception of Technology Education lecturers toward technical education research and evaluation in south-south geo-political zone of Nigeria. In pursuance of this purpose, five research questions were formulated and four hypotheses tested. The population comprised of all the 70 technical/technology education lecturers, seven Vice-Chancellors and fourteen Deputy-Vice Chancellors, (Administration and Academics) respectively in state universities in south-south geopolitical zone of Nigeria which includes Akwa-Ibom, Bayelsa, Cross-River, Delta, Edo and Rivers States. The entire population of ninety-one (91) participants were used as sample due to fewness of the population. The ex-post facto research design was adopted and the instrument comprised 68-item questionnaire which was constructed based on a 5-point likert scale. The instrument contains six sections (i.e section A and sections B1 to B5). The instrument was considered valid by three experts in technical education and measurement and evaluation with the reliability coefficient of 0.87 using Cronbach alpha. Mean, standard deviation and t-test were used to analyse the data. The study revealed that government inactive role in supporting and promoting technical education research in state universities caused low morale of lecturers towards technical education research, A lot of constraints such as poor attitude to research, falsification of research data, among others are the challenges of technical education research and evaluation in state universities in south-south Nigeria. The study recommends that about 10 percent (10%) of the education tax fund should be voted to technical education research and government should improve it’s communication network.

Exploring Leadership Styles as Determinants of Employee Motivation and Organizational Commitment in Academic Institutions

Dawn D. Aguadera-Limao — 2026-03-30

This study examined the leadership styles practiced by administrators in academic institutions and their influence on employees’ motivation and organizational commitment. Specifically, it determined the extent to which transformational, transactional, laissez-faire, and path-goal leadership styles are practiced and analyzed their relationship with employee motivation and organizational commitment. A quantitative descriptive–correlational research design was employed. Data were collected from 100 respondents through a structured survey questionnaire administered in selected academic institutions. Mean, standard deviation, and Pearson correlation coefficient were used for data analysis. The findings revealed that administrators highly practice transformational, transactional, and path-goal leadership styles, while laissez-faire leadership is less evident. Transactional leadership obtained the highest mean rating, indicating a strong emphasis on clear expectations, accountability, and reward-based systems. Correlation results further indicated that transformational leadership had the strongest positive relationship with both employee motivation (r = 0.71, p < 0.05) and organizational commitment (r = 0.74, p < 0.05), followed by path-goal and transactional leadership, all showing statistically significant relationships. In contrast, laissez-faire leadership exhibited a negative relationship with both variables (p < 0.05). The study concludes that active and supportive leadership approaches are crucial in fostering employee motivation and strengthening organizational commitment in academic institutions.

Sociocultural and Sociolinguistic Approaches to Analysing the Language Choice and Use of Nigerian Secondary School Students: Implications for Instructional Practices

Okunade Abimbola Kehinde — 2026-03-30

This current research sought to examine the use of language and choice of languages in a common public Nigerian secondary school setting through a sociocultural and sociolinguistic framework, with special emphasis on the dynamics of bilingual practices, especially the interaction between English and Yoruba languages. This research was based on a qualitative case study research methodology with a component of quantitative data. The data was collected through observations of classes and semi-structured oral interviews of 120 students, 15 teachers, and 10 administrators and support staff of Osogbo Grammar School in Osun State, Nigeria. The results of the research showed that the school was a bilingual setting where situational and metaphorical code-switching were common. English was dominant in the formal sphere of the school, while Yoruba was dominant in the informal sphere. The research further showed that factors like educational goals, cultural identity, and prestige of languages were major determinants of the language preferences and attitudes of the students, teachers, and non-teaching staff. The research concluded that the language use of the Osogbo Grammar School reflects the general sociolinguistic patterns of multilingual communities.

A Demographical Analysis of Scientific Aptitude among Indian Secondary School Students

Rahul Kumar Sahu — 2026-03-30

Scientific aptitude is a natural ability of a person to understand, apply, and reason over scientific concepts and procedures. This research compares scientific competence of secondary school students according to gender and type of students (public and private). Its purpose was to determine how gender, educational institution, geographical location, family structure and paternal occupation affected scientific aptitude. The survey involved 200 students in the government and private schools. Independent samples t-tests and a one-way ANOVA were used to evaluate scientific aptitude tests. There were no statistically significant differences of scientific aptitude on all variables. The girls had a slightly higher score than the boys, the rural students scored better than the urban students, and the pupils of nuclear families scored higher than the mixed families, but none of the differences was found to be statistically significant. The statistics suggest that gender, institutional affiliation and the socio-demographic background might not have much impact on scientific aptitude. The findings show that justifiable educational methods are efficient and all the groups of students can achieve similar success in science when they have equal learning conditions. The study supports the egalitarian National Education Policy (NEP) 2020 in the sense of showing that diverse peoples can develop scientific ability.

Educational Credit Interstate Disparities in India: An Empirical Analysis of Determinants

Sadhana Singh — 2026-03-30

The significance of higher education for a country's economic growth is substantial, as it contributes to individual development, societal improvement, and national development. This study aims to quantify the discrepancy in educational loans granted to individuals as part of priority sector lending by commercial banks from 2016 to 2021 using secondary data collected from Reserve Bank of India and All-India Survey on Higher Education. Further, pooled Ordinary Least Square regression model was applied to identify determinants of inter-state disparities in educational credit. According to the study's results, the paper recommends implementing a nationwide policy for fair and convenient distribution of educational credits to promote inclusive growth. The research establishes a clear link between the gross enrolment ratio and educational credit, suggesting that improving access to convenient credit assistance could motivate students to pursue higher education. Therefore, this study proposes facilitating easy access to credit specifically for educational purposes.

Perceptions of Educational Barriers among College Students: The Role of Institutional Diversity

Bikram Kumar Koley — 2026-03-30

Barriers to higher education remain a significant issue, with college students encountering unique obstacles rooted in the institutional environment, and course distribution. The study investigates the prevalence of educational barriers faced by students in different types of colleges in West Bengal, India. It also examines whether there is a significant interaction effect between institutional type and factors such as gender, caste, and academic stream on the educational barriers experienced by students. A cross-sectional survey was conducted on 467 randomly selected college students from fifteen colleges (three government, three private, and nine government-aided), purposively chosen from different districts in West Bengal, India. Mc Whirter’s ‘Perception of Educational Barriers Scale - Revised’ (likelihood sub-scale) was used as a research instrument. Confirmatory Factor Analysis (CFA) reveals five dimensions: Study-Related Barriers, Gender and Ethnicity Discrimination, Social Interaction, Financial Issues, and Family Issues, which explain 59.03% of the total variance. Data were analyzed using mean, frequency, SD, levene’s test, two-way ANOVA through SPSS version 21. The results reveal that most students across all institutional types face low levels of barriers. While institutional type significantly affects academic, discriminatory, social, and financial challenges, its interaction with gender is not statistically significant on academic, discriminatory, social, and financial challenges. However, academic discipline influences barriers across institution types, and the interaction between institutional type and caste notably impacts most barriers, except social engagement and financial constraints. These findings indicate how institutional culture, and program interplay with student diversity to shape the challenges students face in their educational journey.

Exploring Client Experiences, Challenges, and Personal Development of Parolees and Probationers in a Philippine Therapeutic Community Program: A Qualitative Study

Eldonn A. Cultura — 2026-03-31

Substance use and criminal behavior present persistent challenges in correctional and community supervision systems in the Philippines, often compounded by peer influence, economic hardship, and limited coping skills. Therapeutic Community (TC) programs are structured interventions designed to promote behavioral change, personal reflection, spiritual growth, and social reintegration among individuals under custody or parole and probation supervision. This small-scale, exploratory qualitative study examined the experiences, challenges, and personal development of five clients (three probationers and two parolees) enrolled in a TC program under the Parole and Probation Administration (PPA) Regional Office 10. Participants were purposively selected and interviewed using semi-structured questionnaires. Data were thematically analyzed following Braun and Clarke’s six-phase framework to identify patterns in behavioral change, adjustment, spiritual engagement, and skill acquisition. Five main themes emerged: peer influence and prior risky lifestyles, adjustment to TC discipline, personal reflection and behavioral insight, engagement in spiritual activities, and vocational and skills development. Findings indicate that the TC program facilitated self-control, moral development, resilience, and readiness for social reintegration, despite challenges such as economic hardship. These results are exploratory and not generalizable beyond the sample. The study offers practical implications for designing evidence-based rehabilitation programs and guiding policy interventions to support holistic development and reduce recidivism.