Asian Journal of Education and Social Studies

Reimagining Teacher Preparation for Diverse Learners: A Systematic Review of Culturally Responsive and Inclusive Pedagogical Approaches in 21st-Century Education

Rajib Khadia — 2026-09-24

Background: School populations in many education systems are culturally, linguistically and ability-diverse, while the teaching workforce remains comparatively homogeneous. Culturally responsive and inclusive pedagogies are widely advocated as the response, and teacher preparation is the principal lever. Which preparation approaches actually shift what teachers believe, know and do remains contested.

Objective: To identify, appraise and synthesise, without meta-analysis, empirical evaluations of culturally responsive and inclusive pedagogical approaches used in the preparation and continuing development of teachers for diverse learners.

Methods: Eighteen source-specific search lines were executed in ERIC and the Directory of Open Access Journals, with the last search on 30 July 2026. Eligible reports were primary empirical studies published between 1 January 2000 and 30 July 2026 that evaluated an identifiable preparation approach intended to develop culturally responsive, culturally relevant or sustaining, linguistically responsive, anti-racist, multicultural or inclusive pedagogy, and that reported outcomes for pre-service or in-service teachers or teacher educators. Inclusion required a full text that could be retrieved and read. Screening, extraction and appraisal were completed by one reviewer working with computer assistance; no second reviewer independently repeated any stage. Methodological quality was appraised with the Mixed Methods Appraisal Tool (2018). Findings were synthesised narratively using structured tabulation and effect-direction coding, without pooling. No meta-analysis was performed.

Results: Of 2,509 records identified, 634 duplicates were removed and 1,875 were screened. Thirty-nine reports were sought, 12 could not be retrieved, 27 were assessed at full text and 21 studies were included. Studies came from 13 countries or territories and used qualitative (n = 9), mixed-methods (n = 7), quantitative descriptive (n = 3) and quantitative non-randomised (n = 2) designs; sample sizes ranged from 12 to 2,746 participants. Only four studies included an internal comparison group, and all four favoured approaches that placed candidates in structured, analytic contact with concrete practice over primarily informational instruction: case-based instruction over textbook instruction, theory combined with practice over theory alone, multi-professional over mono-professional co-teaching, and case-based learning over usual coursework. Self-reported proximal outcomes such as self-efficacy and perceived preparedness shifted more readily than demonstrated enactment. Critical consciousness was consistently the least-achieved dimension: only 45 of 175 candidates in one study reached a systemic articulation of privilege, one of 20 in another addressed critical consciousness, and most candidates in a third embedded culturally sustaining practice only tokenistically. Methodological quality was uneven, with 13 of 105 domain judgements rated No and 31 as Can't tell.

Conclusions: Practice-proximal, analytically structured preparation approaches are the most consistently supported design feature in this body of evidence, but confidence in every outcome domain is low or very low. The literature is dominated by small, uncontrolled, self-report studies of single courses. The field needs comparative designs, measures of enacted practice rather than reported confidence, and sustained attention to critical consciousness, which current approaches rarely move.

Intellectual Honesty and Quality Enhancement of Academic Writings in the Age of Generative Artificial Intelligence: A Narrative Literature Review

Arundhooti Mishra — 2026-09-28

Generative artificial intelligence (GenAI) has introduced new opportunities and ethical concerns in academic writing, particularly regarding authorship, intellectual honesty, research integrity, and publication standards. This narrative literature review examines how quality in academic writing is defined and assigned, how GenAI may affect intellectual honesty, and how publication policies address GenAI-supported writing. Literature was searched through the One Nation One Subscription (ONOS) platform using seven key terms related to GenAI, academic writing, intellectual honesty, academic integrity, research integrity, and publication ethics. From 146 retrieved articles, 39 peer-reviewed journal articles published during 2024–2025 were selected according to the stated eligibility criteria. The review indicates that quality academic writing depends on an identifiable authorial voice, transparent use of sources, research integrity, and author accountability. Across the reviewed literature, limited GenAI literacy and over-reliance on generated content were associated with concerns about originality, critical thinking, reference accuracy, and responsible scholarly practice. Publisher policies generally permit limited assistive uses, such as language or formatting support, while placing responsibility for accuracy, disclosure, authorship, and integrity on human authors. The review further identifies variation among publisher policies regarding acceptable GenAI use. Overall, the findings support clearer guidance, improved GenAI literacy, careful verification of generated content, and stronger alignment between institutional practices and publication policies to maintain the quality and integrity of academic writing.

Competence on Paper, Capability in Practice: Constructive Alignment, Assessment and Classroom Enactment in Tanzania's Secondary Kiswahili Curriculum

Monica William Manyanga — 2026-10-03

Competency-based curriculum reform depends on the extent to which intended competences are translated into classroom tasks, feedback, assessment and conditions that support increasingly independent learner performance. This conceptual review and policy analysis examines how Tanzania's 2023 Ordinary Secondary Education Curriculum and Kiswahili syllabus can move from documented competence to observable classroom capability. Drawing on curriculum documents and literature on constructive alignment, curriculum enactment, teacher sensemaking, formative assessment and system coherence, the paper develops an Intended-Enacted-Assessed-Enabled (IEAE) framework. The framework links four mutually reinforcing dimensions: intended competences, enacted learning experiences, assessed evidence and enabling conditions. The analysis indicates that the Kiswahili syllabus provides opportunities for communicative, interpretive and authentic language learning, but successful enactment may be constrained by examination backwash, uneven teacher interpretation, limited moderation of performance assessment, resource inequalities, time pressures and unequal access to digital tools. The paper also emphasises that teacher agency is necessary for adapting national expectations to diverse classroom contexts while maintaining shared standards. A subject-specific implementation framework is proposed for lesson planning, assessment moderation, professional development, material review and quality assurance. The paper concludes that effective competency-based Kiswahili education requires coherence across curriculum intentions, pedagogy, assessment and implementation support so that meaningful language use becomes routine and observable in classroom practice.

Comparison of Physical Fitness Levels among Semester 3 Pre-University Sports Science Students in Khir Johari High School Based on the Prudential Fitnessgram Test Battery

Shah Putera Shahizam — 2026-09-14

This study compared health-related physical fitness levels among Semester 3 pre-university Sports Science students at SMK Khir Johari using the Prudential FITNESSGRAM test battery. A descriptive quantitative field-survey design was employed. All 39 students in the class, comprising 19 male and 20 female students, were selected through purposive sampling. Fitness was assessed using BMI, PACER, push-up, curl-up, and trunk lift tests. Data were analysed using frequencies, percentages, means, and independent-samples t-tests in SPSS version 24. Male students recorded higher mean scores than female students in the PACER test (35.57 vs 24.86), push-up test (25.58 vs 7.60), and curl-up test (26.37 vs 15.85). Trunk lift scores were similar between male (27.32) and female (28.15) students. The reported analyses indicated significant male–female differences in PACER, push-up, and curl-up performance, whereas the trunk lift difference was not significant. For BMI, 57.89% of male students and 65.00% of female students were in the normal category, while 21.05% and 10.00%, respectively, were overweight. These findings provide school-level evidence on selected components of health-related physical fitness in this pre-university cohort. They may support teachers and students in monitoring fitness and setting appropriate improvement targets. Interpretation should remain specific to the sampled class because the study involved one school and purposive sampling.

Implementation Challenges and Effectiveness of National Reading Programs: Their Influence on Persistent Reading Difficulties among Key Stage 1 Learners

Chamia Ann C. Caparida — 2026-09-14

This study examined the implementation challenges and effectiveness of national reading programmes and their relationship with persistent reading difficulties among Key Stage 1 learners in selected public elementary schools in one district of the Schools Division of Lanao del Norte, Philippines, during School Year 2025-2026. Specifically, it described the teacher-respondents' profile; determined the levels of programme implementation, implementation challenges, and perceived effectiveness; examined CRLA BoSY and EoSY classifications; tested significant changes, relationships, and predictors using available school-level CRLA data; and developed an action plan responsive to the findings. The null propositions tested at the 0.05 level assumed no significant relationships or predictive effects among the variables addressed by the available inferential data. Employing a quantitative descriptive-correlational design with predictive analysis, the study involved 30 teacher-respondents directly engaged in foundational literacy instruction and reading intervention. Data were collected through a researcher-made questionnaire assessing programme implementation, implementation challenges, and perceived effectiveness. These data were complemented by aggregated Comprehensive Rapid Literacy Assessment (CRLA) Beginning-of-School-Year (BoSY) and End-of-School-Year (EoSY) records for Grades 1 to 3. Descriptive statistics, chi-square tests, paired-samples t-tests, Pearson correlations, simple and multiple regression, and odds-ratio analysis were used. Findings showed Very High levels of programme implementation (M = 4.54) and perceived effectiveness (M = 4.64), alongside Very High implementation challenges (M = 4.34). Across the pooled CRLA records, the proportion of learners Reading at Grade Level increased from 12.09% at BoSY to 48.51% at EoSY, while Low Emerging Readers decreased from 38.03% to 5.16%. Reading classifications differed significantly across assessment periods, χ²(4, N = 8,247) = 2121.19, p < .001, Cramér's V = 0.507. At the school level, mean persistent reading difficulty declined from 86.12% to 48.54%, while BoSY severe/early difficulty significantly predicted EoSY persistent difficulty. These findings indicate substantial literacy gains across the implementation period, although a considerable proportion of learners remained below grade-level expectations at year-end. The results underscore the need for sustained teacher capacity-building, differentiated remediation, protected intervention time, adequate reading resources, CRLA-informed instructional supervision, and stronger home-school partnerships.

Impact of Social Science Lesson Plan Implementation on Student Learning Outcomes in Timor-Leste Schools: A Quantitative Study

Joaquina Belo Freitas — 2026-09-15

This study examined the association between perceived implementation of social science lesson plans and student-reported learning outcomes among Grade 5 and Grade 6 students at EBF 360 Vila-Nova, Baucau Municipality, Timor-Leste. A cross-sectional quantitative survey design was used. The defined school population comprised 200 students, and the reported regression output contained 54 analysed cases. Data were collected with a 32-item questionnaire using a five-point Likert response scale and analysed with SPSS. The complete item set yielded a Cronbach's alpha of .716, indicating acceptable overall internal consistency while not establishing the reliability of separate subscales. The bivariate regression output showed a positive, statistically significant association between the two composite scores, F(1, 52) = 4.947, p = .031, standardised beta = .295. The model accounted for approximately 8.7% of the observed variance (R2 = .087; adjusted R2 = .069), indicating a modest rather than strong relationship. Because the study was cross-sectional, relied on student self-report, and did not include random assignment, temporal sequencing, or adjustment for potential confounding variables, the findings are interpreted as associative and not causal. The results support continued attention to coherent lesson planning and classroom implementation while also indicating that student-reported learning outcomes are likely shaped by many additional instructional and contextual factors. Future studies should use multiple schools, separately validated measures, objective learning assessments, classroom observation, and longitudinal or quasi-experimental designs to test directional effects more rigorously.

Instructional Leadership, Workload, and Teacher Well-being in the Implementation of Reading Interventions in Public Elementary Schools in Mt. Apo Schools District, Division of Digos City

Shiela D. Cometa — 2026-09-15

Background: Reading interventions are essential for supporting learners who experience difficulties in reading comprehension, vocabulary development, and fluency. Their effective implementation depends not only on intervention strategies but also on school-level conditions, particularly instructional leadership, teacher workload, and teacher well-being. Understanding how these factors are associated with reading intervention implementation can help schools strengthen literacy support for struggling readers.

Aims: This study examined the influence of instructional leadership, teacher workload, and teacher well-being on the implementation of reading interventions in public elementary schools in the Mt. Apo Schools District, Division of Digos City.

Study Design: The study used a quantitative, non-experimental predictive-correlational research design.

Place and Duration of Study: The study was conducted in public elementary schools in the Mt. Apo Schools District, Division of Digos City.

Methodology: The respondents were 132 teachers selected through stratified random sampling. Data were collected using validated Likert-scale instruments measuring instructional leadership, teacher workload, teacher well-being, and reading intervention implementation. Data were analysed using means, Pearson product-moment correlation, and multiple linear regression.

Results: Instructional leadership was rated very high (M = 3.42), teacher workload was rated high (M = 2.78), teacher well-being was rated high (M = 3.15), and reading intervention implementation was rated very high (M = 3.31). Instructional leadership and teacher well-being significantly predicted implementation, while teacher workload was not a significant predictor in the regression model.

Conclusion: Reading interventions are strengthened when school heads provide instructional support and when teachers maintain positive professional and emotional conditions. The study recommends literacy-focused leadership coaching and practical teacher well-being support.

Learning Mathematics Through Media: The Role of Instructional Media and Student Engagement in Philippine Classrooms

Regine Ann T. Malingin — 2026-09-15

Instructional media and student engagement are relevant components of contemporary mathematics instruction, particularly where abstract concepts require accessible representation and sustained learner participation. This study examined students' perceptions of teachers' utilisation of instructional media, student engagement, and Mathematics performance among Grade 10 students at Mactan National High School, Lapu-Lapu City, during School Year 2025-2026. A quantitative descriptive-correlational design was employed. The sample consisted of 165 Grade 10 students selected through simple random sampling, with the sample size determined using Cochran's formula. Data were gathered using a three-part questionnaire that included an instructional media measure adapted from Heinich et al. (2002) and a student engagement measure based on Hart et al. (2011), covering cognitive, affective, and behavioural engagement. Students' official third-quarter Mathematics grades served as the measure of academic performance. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were used in the analysis. Results showed high instructional media utilisation (M = 4.05, SD = 0.99), with PowerPoint, pictures and videos, the board, television, and internet-based laptop use among the most frequently reported media. Student engagement was also high overall (M = 3.96, SD = 0.91), with cognitive engagement being the highest (M = 4.18, SD = 0.80), followed by affective (M = 4.11, SD = 0.90) and behavioural engagement (M = 3.59, SD = 1.04). Mathematics performance was Very Satisfactory (M = 88.10, SD = 5.84). Instructional media utilisation had a statistically significant but negligible positive association with Mathematics performance (r = .170, p = .029), whereas overall student engagement had a negligible positive but non-significant association with performance (r = .141, p = .071). These findings suggest that instructional media may function as one supportive component of Mathematics instruction, but the small effect size and non-significant engagement relationship indicate that achievement is likely shaped by multiple instructional, learner, and contextual factors. A school-based Mathematics enhancement plan emphasising purposeful media integration, learner-centred activities, and monitoring is recommended.

Instructional Media Integration and Student Engagement as Predictors of Mathematics Performance among Grade 10 Students

Zemarie C. Taghoy — 2026-09-15

This quantitative descriptive-correlational study examined instructional media integration, student engagement, and Mathematics performance among 59 Grade 10 students at Babag Integrated School, Cebu City Division, during School Year 2025–2026. Total enumeration sampling was employed. Data were collected using an adopted questionnaire assessing teachers’ instructional media integration and students’ cognitive, affective, and behavioural engagement, together with the respondents’ Third Quarter Mathematics grades. Descriptive statistics and Pearson’s product-moment correlation were applied at the 0.05 significance level. Teachers’ instructional media integration was rated High overall (M = 3.86, SD = 0.93), with pictures and videos receiving the highest rating (M = 4.34). Student engagement was also High (M = 3.77, SD = 0.87); cognitive engagement had the highest mean (M = 3.93), followed by affective engagement (M = 3.92) and behavioural engagement (M = 3.47). Mathematics performance was Satisfactory overall (M = 81.41, SD = 6.83), although 23.73% of students obtained grades below 75. Instructional media integration was not significantly related to Mathematics performance (r = .094, p = .480). In contrast, student engagement had a weak but statistically significant positive relationship with Mathematics performance (r = .312, p = .016). The findings indicate that media use alone was not associated with Mathematics grades in this group, whereas student engagement was positively associated with performance. Purposeful media integration, engagement-oriented instruction, remediation, enrichment, and continuing teacher professional development are therefore recommended.

Instructional Media and Student Engagement as Determinants of Mathematics Achievement in a Philippine Secondary School

Harvy C. Gonzaga — 2026-09-15

This study examined teachers’ instructional media utilisation, students’ engagement in learning Mathematics, and Mathematics achievement among Grade 10 students at the University of Cebu–Banilad Campus during School Year 2025–2026. A quantitative descriptive-correlational design was used. The analytic results reported in the thesis were based on 100 respondents, although an earlier methodology section described 119 enrolled Grade 10 students; this discrepancy is acknowledged as a reporting limitation. Data were obtained using a three-part questionnaire covering respondent profile, instructional media utilisation adapted from Heinich et al. (2002), and student engagement adapted from Hart et al. (2011), together with official Third Quarter Mathematics grades. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were employed. Instructional media utilisation was Low (M = 1.81, SD = 0.92). Student engagement was also Low overall (M = 1.99, SD = 0.94), with cognitive engagement rated Very Low (M = 1.69, SD = 0.83), affective engagement Low (M = 2.16, SD = 0.97), and behavioural engagement Low (M = 2.13, SD = 0.99). Despite these low ratings, Mathematics achievement was Very Satisfactory (M = 87.89, SD = 5.91). Instructional media utilisation was not significantly related to Mathematics achievement (r = −.171, p = .090), and overall student engagement was likewise not significantly related to achievement (r = −.112, p = .269). The findings indicate that, within this sample, higher reported media use or engagement did not correspond to higher Third Quarter Mathematics grades. Because the design was correlational, the results do not establish that media use or engagement causes or fails to cause achievement. Practical directions emphasise more interactive media integration, cognitively demanding learning activities, affective and behavioural engagement supports, and assessment practices that capture conceptual reasoning.

Transforming Mathematics Learning Through Instructional Media and Student Engagement in The Philippine Context

Cheryl P. Olmedo — 2026-09-15

This descriptive-correlational study examined teachers’ instructional media utilisation, student engagement, and Mathematics performance among 118 Grade 10 students at Lo-ok National High School in Lapu-Lapu City, Cebu, during School Year 2025–2026. Respondents were selected through simple random sampling. Data were gathered using a three-part questionnaire covering perceived instructional media utilisation, cognitive, affective, and behavioural engagement, together with students’ Third Quarter Mathematics grades obtained from school records. Descriptive statistics and Pearson’s product-moment correlation coefficient were applied at the .05 level of significance. Teachers’ instructional media utilisation was rated High overall (M = 3.43, SD = 1.23), with the board receiving the highest rating (M = 4.27). Student engagement was also High overall (M = 3.79, SD = 0.97), with affective engagement being the highest (M = 3.89), followed by cognitive (M = 3.82) and behavioural engagement (M = 3.67). Mathematics performance was Very Satisfactory (M = 86.09, SD = 3.71). Neither instructional media utilisation (r = −.173, p = .062) nor student engagement (r = .055, p = .552) was significantly related to Mathematics performance. The findings indicate that frequent media use and positive engagement alone did not explain differences in Mathematics grades. The study therefore supports pedagogically purposeful media integration, contextualised problem-solving, formative assessment, learner support, and teacher professional development.

Teaching Personnel Readiness and Its Relationship with the Implementation of Competency-based Education in Public Junior Schools in Ijara Sub-County, Kenya

Barwaqo Ali Olow — 2026-09-16

Competency-Based Education is an educational approach focused on ensuring that learners acquire specific skills, knowledge, and competencies that can be applied in real-life situations. The objective of this study was to assess the effect of teaching personnel readiness on the implementation of competency-based education in public junior schools in Ijara Sub-County, Kenya. This study was anchored in Resource Dependency Theory. The study used a mixed-methods research approach, and data were collected in Ijara Sub-County, Garissa County, Kenya. The target population comprised head teachers, teachers, and PA chairpersons from public junior schools in Ijara Sub-County. The study used census sampling to select all respondents: 17 head teachers, 90 teachers, and 17 PA chairpersons. Thus, the sample size was 124 respondents. Data were collected using a structured questionnaire and in-depth interviews. The validity of the questionnaire was reviewed by educational experts, and reliability was tested using Cronbach's alpha. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were presented verbatim. The study found that teaching personnel readiness had a significant effect on the implementation of competency-based education in public junior schools in Ijara Sub-County, Kenya (R² = 0.8467, F = 134.397, p < .001). Personnel capacity (β = .510, t = 10.827, p < .001), teacher collaboration (β = .219, t = 1.964, p = .050), and work conditions (β = .473, t = 4.300, p < .001) each had a positive and statistically significant effect on the implementation of CBE in public junior schools in Ijara Sub-County, Kenya. The study concludes that effective CBE implementation requires adequate and well-trained personnel, manageable workloads, teacher collaboration, and supportive working conditions. The study recommends strengthening teacher staffing and continuous CBE training, ensuring manageable workloads and supportive working conditions, and enhancing professional support, monitoring, and resource provision, particularly in marginalised areas such as Ijara Sub-County.

Teachers' Perceptions of Walk-in Classroom Observations and Their Association with Instructional Practices and Grade X Academic Performance at Loselling Middle Secondary School, Thimphu

Pema Thinley — 2026-09-16

This study examined teachers’ perceptions of walk-in classroom observations (WICOs), their association with instructional practices, and their perceived contribution to Grade X academic performance at Loselling Middle Secondary School, Thimphu. An explanatory sequential mixed-methods design was employed within a single-school case study. Questionnaires were administered to 39 teaching staff and 67 Grade X students, followed by semi-structured interviews with 15 participants. Grade X Bhutan Certificate of Secondary Education (BCSE) results from 2023 to 2025 were also examined as a school-level indicator of academic performance. Findings indicated generally favourable perceptions of WICOs among teachers and students. Teachers reported positive effects on lesson preparedness (M = 3.90), use of varied teaching methods and resources (M = 3.85), and feedback for improving teaching methods (M = 3.92). Students reported improved teacher preparedness (M = 4.12) and teaching methods following feedback (M = 4.09). A strong, statistically significant positive association was found between teachers’ perceptions of WICOs and self-reported instructional practices (Spearman’s ρ = .757, p < .001, N = 39). Qualitative findings indicated perceived improvements in lesson planning, ICT use, classroom management, student engagement, and professional accountability, alongside concerns about stress, time constraints, unclear criteria, and inconsistent follow-up. BCSE mean scores increased from 66.70 in 2023 to 69.72 in 2025; however, aggregated data cannot establish a causal relationship with WICOs. The study recommends transparent criteria, constructive feedback, systematic scheduling, and structured follow-up to strengthen WICOs as a supportive mechanism for instructional improvement.

Transformative Role of Adoption of e-Learning in Promotion and Preservation of Indigenous Knowledge

Monika Dobhal — 2026-09-16

Indigenous knowledge systems are traditional forms of wisdom, practices, and cultural beliefs that have developed over centuries through sustained interactions between Indigenous peoples and their environment. Indigenous knowledge is valuable not only to the communities that possess it but also to the wider world, as it offers alternative perspectives and solutions to contemporary challenges. The lack of recognition of and respect for Indigenous wisdom has led to the marginalisation and erasure of its contributions. Therefore, it is crucial to promote and preserve Indigenous knowledge, and e-learning can be a powerful tool for bridging Indigenous knowledge and modern education by ensuring accessibility and inclusivity for all. The objective of the present study is to examine the transformative role of e-learning adoption in the promotion and preservation of Indigenous knowledge. For this purpose, a quantitative research method was used, and data were collected from university students at the Birla Campus, Hemvati Nandan Bahuguna Garhwal University (A Central University), Uttarakhand, India. Using survey data from university students of H.N.B.G.U., the authors applied descriptive statistics and correlation analysis to assess the influence of e-learning adoption on the promotion and preservation of Indigenous knowledge. To measure university students' adoption of e-learning and perceptions of Indigenous knowledge, tools developed by the authors were used. The findings show a positive correlation between e-learning adoption and students' perceptions of Indigenous knowledge, highlighting that e-learning can stimulate the integration of traditional knowledge into mainstream education and promote awareness of and respect for traditional knowledge systems. By adopting e-learning, digital learning frameworks can bridge the gap between Indigenous wisdom and contemporary advancements.

Predictive Validity of Common Entrance Test for Admission to the B.Ed Programme: A Comparative Study of Dibrugarh University and Gauhati University, India

Prasanta Das — 2026-09-16

A key component of the admission or selection process is predictive validity. This paper aims to compare the predictive validity of the B.Ed Common Entrance Test (CET) and career performance in predicting students’ performance in the B.Ed examinations of Dibrugarh University and Gauhati University. Two distinct B.Ed admission models followed by two universities in India were selected for this study. Dibrugarh University uses both B.Ed CET scores and career performance, whereas Gauhati University uses only B.Ed CET scores for admission to the B.Ed programme. For this purpose, data were collected from 1,730 pre-service B.Ed students enrolled in the two-year B.Ed programmes of Dibrugarh University and Gauhati University for the academic sessions 2019-21 and 2020-22. Multiple regression and two-variable regression equations were used to analyse the data. By comparing the relationships between the independent variables and the dependent variable, the study revealed differences in predictive validity across the two B.Ed admission models. The R-square values found in the present study were relatively low, suggesting that the independent variables may not have captured a large proportion of the variance in students’ performance in the B.Ed examinations. Based on the beta coefficients of the two-variable regression equations, it was found that the independent variables included in the present study could predict only about 25% of the variance in students’ performance in the B.Ed examinations of Dibrugarh University for both academic sessions, i.e., 2019-21 and 2020-22. Similarly, the independent variables could predict about 25% of the variance in students’ performance in the B.Ed examinations of Gauhati University for the academic session 2020-22, whereas only 5.57% of the variance could be predicted for the academic session 2019-21. Moreover, the findings revealed that the B.Ed CET alone did not effectively predict students’ performance and highlighted the importance of integrating career performance into admission decisions. Beyond B.Ed admission decisions, the study provides practical insights for developing more effective selection criteria by integrating cognitive abilities with candidates’ career performance in teacher education and other professional programmes.

The Relationship between Digital Addiction and Academic Self-efficacy among College Students

Jessa Mae Gil — 2026-09-17

Digital addiction and academic self-efficacy have become important areas of interest among college students as digital technologies have become increasingly integrated into academic and daily activities. This study was conducted to determine the level of digital addiction, the level of academic self-efficacy, and the significant relationship between these variables among college students. A descriptive-correlational research design was employed, and data were gathered from 307 college students through survey questionnaires. The level of digital addiction was found to be high, with Dependence and Overuse obtaining the highest mean scores, while Inhibiting the Flow of Life obtained the lowest mean among the five indicators. Likewise, academic self-efficacy was found to be high, with Drive and Prudence obtaining the highest mean scores, while Disposition obtained the lowest mean. A statistically significant positive relationship was found between digital addiction and academic self-efficacy (r = .445, p < .000), indicating that higher levels of digital addiction were associated with higher levels of academic self-efficacy among the respondents. This result suggests that digital engagement may serve multiple functions in students’ academic routines, including access to information, communication, task management, and academic resources. However, because the study employed a descriptive-correlational design, the finding indicates an association between the variables and does not establish a causal relationship. Overall, the study provides empirical evidence that contributes to the understanding of digital behavior and academic self-efficacy among college students in a regional higher education institution in the Philippines.

Digital Moral Discourse on Altruism: An Exploratory Qualitative Study of Public Evaluation on Facebook and YouTube

Shivani Bhagat — 2026-09-17

This study examines how altruistic acts are publicly evaluated in social-media comment spaces and how moral meaning is constructed through praise, religious framing, obligation, scepticism, and accountability. A fixed analytic corpus of 700 publicly visible comments was compiled from two high-engagement cases on YouTube and Facebook and analysed using reflexive thematic analysis alongside a discourse-oriented reading of evaluative language. The interpretation is informed by symbolic interactionism, Durkheimian moral integration, Maussian reciprocity, Habermasian public-sphere theory, the sociology of evaluation, and research on platform affordances. Six primary evaluative orientations were identified: affective legitimation and praise (55%), religious anchoring (15%), moral obligation and directive language (12%), expansion of moral boundaries and norm enforcement (8%), scepticism and motive scrutiny (7%), and cynicism or moral fatigue (3%). The findings indicate that the two comment threads were predominantly supportive but not uncritical: participants affirmed altruistic actors, translated individual acts into wider moral duties, and simultaneously scrutinised authenticity and sustainability. Religious and emotional vocabularies were especially prominent, and the two cases also displayed different styles of interaction consistent with platform affordances; however, these differences do not establish causal effects. The study therefore conceptualises digital comment spaces as sites of public moral evaluation in which legitimation and contestation coexist. The proposed conceptual model is exploratory and hypothesis-generating rather than statistically generalisable. The results contribute to a sociology of digital morality that gives greater attention to constructive moral expression alongside the better-established literature on outrage, conflict, and polarisation.

From Media to Mastery: Examining Instructional Media Utilization, Student Engagement and Mathematics Achievement of Grade 10 Students

Renilda N. Sabal — 2026-09-17

Instructional media are increasingly used in Mathematics classrooms to support the presentation and understanding of abstract concepts, while student engagement remains an important component of effective learning. However, the extent to which instructional media utilisation and students’ cognitive, affective, and behavioural engagement are associated with Mathematics achievement requires further examination, particularly within specific school contexts. This study examined teachers’ instructional media utilisation, student engagement, and Mathematics achievement among Grade 10 students at Bonbon National High School in the Cebu City Division during School Year 2025–2026. Using a quantitative descriptive-correlational design, the study gathered data from 100 Grade 10 students through a structured questionnaire and official Third Quarter Mathematics grades. The questionnaire included 12 items on instructional media utilisation adapted from Heinich et al. (2002) and 32 indicators of cognitive, affective, and behavioural engagement based on Hart et al. (2011). Data were analysed using frequency counts, percentages, weighted means, standard deviations, and Pearson product-moment correlation. The respondents were predominantly female and mostly 15 years old. Teachers’ instructional media utilisation was rated high (M = 4.15, SD = 0.77), with particularly high use of PowerPoint and internet-supported laptop instruction. Overall student engagement was also high (M = 3.85, SD = 0.95), with affective engagement highest (M = 4.07), followed by cognitive (M = 3.95) and behavioural engagement (M = 3.52). Mathematics achievement was very satisfactory (M = 87.64, SD = 8.11). Instructional media utilisation was not significantly related to Mathematics achievement (r = −.037, p = .718), whereas student engagement showed a statistically significant, although negligible, positive relationship with Mathematics achievement (r = .289, p = .004). The findings suggest that the presence and frequency of instructional media alone may not be sufficient to explain achievement; rather, meaningful student engagement and purposeful pedagogical integration remain important considerations. An action-oriented set of recommendations is proposed to strengthen media integration, engagement, and Mathematics learning.

The Influence of Instructional Media and Student Engagement on Mathematics Performance of Grade 10 Students

Jocelyn B. Perez — 2026-09-17

Mathematics learning requires instructional approaches that can support students’ understanding of abstract concepts while promoting active participation in classroom activities. Instructional media can assist in presenting mathematical ideas through varied visual and digital representations, whereas student engagement reflects learners’ cognitive, affective, and behavioural involvement in the learning process. However, the extent to which instructional media utilisation and student engagement are associated with Mathematics performance requires investigation within specific school contexts. This study examined the relationships between the teacher’s instructional media utilisation and Mathematics performance and between student engagement and Mathematics performance among Grade 10 students at Campagao High School, Bilar, Bohol, Philippines, during School Year 2025–2026. A quantitative descriptive-correlational design was employed, and all 81 Grade 10 students in two sections were included through total enumeration. Data were obtained using a three-part questionnaire adapted from Heinich et al. (2002) for perceived instructional media utilisation and Hart et al. (2011) for cognitive, affective, and behavioural engagement, together with the respondents’ official Third Quarter Mathematics grades. Frequency, percentage, weighted mean, standard deviation, and Pearson’s product-moment correlation were used. The teacher’s instructional media utilisation was rated High (M = 3.81), and students reported High cognitive (M = 3.85), affective (M = 3.97), and behavioural engagement (M = 3.56), yielding an overall engagement mean of 3.79. Mathematics performance was Very Satisfactory (M = 86.80, SD = 5.80). Instructional media utilisation had a negligible positive but nonsignificant relationship with Mathematics performance (r = .204, p = .068). Student engagement also showed a negligible positive relationship, but this association was statistically significant (r = .248, p = .026). The findings indicate that frequent use of instructional media alone was not significantly associated with achievement in this setting, whereas student engagement was significantly associated with Mathematics performance. Instructional media may therefore be most useful when integrated into learner-centred activities that promote active cognitive, affective, and behavioural participation.

Perceptions among Principals and Teachers on Continuous Assessment Grade Inflation in Class VI: A Study from Mongar Dzongkhag

Som Bdr Mongar — 2026-09-18

This mixed-methods study examined teachers’ and principals’ perceptions of Continuous Assessment (CA) grade inflation among Class VI students in Mongar Dzongkhag, Bhutan. Data were collected from 157 participants (128 teachers and 29 principals) of 28 schools using a five-point Likert-scale questionnaire, complemented by interviews with five teachers and five principals. Findings indicated a high perception of CA grade inflation among teachers (M = 3.89, SD = 0.74) and principals (M = 3.60, SD = 0.86). Institutional accountability and pressure were also rated highly by teachers (M = 4.00) and principals (M = 3.92). Teachers particularly identified assessment guidelines, rubric and subjectivity ambiguity (M = 4.34) and inconsistent CA implementation (M = 4.17), while principals emphasized resource constraints (M = 4.11), specialized training (M = 4.09), and monitoring (M = 3.83). Qualitative findings reinforced these concerns, highlighting institutional pressure, unclear assessment criteria, resource limitations, inconsistent implementation, and stakeholder expectations. CA–BCSEA discrepancies were considered as contextual evidence alongside stakeholder perceptions rather than as standalone evidence of grade inflation. The study recommends clearer assessment rubrics, systematic moderation, strengthened monitoring, and targeted professional development to enhance the reliability and credibility of CA.

Attitudes Towards Internship in the B.El.Ed. Curriculum: A Comparison of Arts- and Science-Stream Trainee Teachers

Seema Rastogi — 2026-09-18

School internship provides pre-service teachers with structured opportunities to engage with authentic school and classroom contexts. This study compared attitudes towards internship among Arts- and Science-stream trainees enrolled in the Bachelor of Elementary Education (B.El.Ed.) curriculum. A descriptive cross-sectional survey was conducted with 240 B.El.Ed. trainees from five colleges affiliated with M.J.P. Rohilkhand University, including 182 Arts-stream and 58 Science-stream trainees. Data were collected using a self-developed attitude questionnaire and analysed using an independent-samples t test. The Arts-stream group had a mean score of 102.59 (SD = 13.74), whereas the Science-stream group had a mean score of 98.25 (SD = 14.14). The reported test statistic, t(238) = 2.05, corresponds to a two-sided p value of .041. The mean difference was 4.34 points, with an estimated Cohen's d of approximately 0.31, indicating a small effect. Thus, the Arts-stream group demonstrated a modestly higher mean attitude score towards internship than the Science-stream group. The finding should be interpreted as a small group difference rather than as evidence of equivalence or of differences in teaching competence.

Mathematics Teachers’ Perceptions and Classroom Implementation of STEM–Computational Thinking Following Professional Development in Ghana

John Takyi-Bondzie — 2026-09-21

Integrating computational thinking into mathematics education offers opportunities to strengthen learners’ problem-solving, reasoning, pattern recognition, abstraction, and conceptual understanding. However, evidence remains limited on how practising senior high school mathematics teachers implement STEM–Computational Thinking approaches after professional development and how they perceive their contribution to students’ conceptual understanding, particularly in the Ghanaian context. The study examined the impact of a STEM–Computational Thinking (STEM–CT) instructional approach on teachers’ perceptions of students’ conceptual understanding and classroom implementation of STEM–CT practices following a structured professional development programme. Using a sequential explanatory mixed-methods design, 61 mathematics teachers from five public second-cycle institutions in the Central Region of Ghana were selected through convenience and purposive sampling. Data were collected using pre- and post-workshop questionnaires, a structured classroom observation rubric, and semi-structured interviews. Quantitative data were analysed using descriptive and inferential statistics, classroom observation data using frequencies and percentages, and qualitative data using thematic analysis. The findings showed a significant difference between teachers’ pre- and post-implementation responses regarding students’ conceptual understanding. However, post-implementation ratings were lower than initial ratings, suggesting a shift from anticipated expectations to more experience-based judgements. Classroom observations showed strong implementation of STEM–CT practices, particularly pattern recognition and abstraction, while decomposition was also widely implemented and algorithmic thinking and structured reasoning showed greater variation. Qualitative findings indicated that teachers associated STEM–CT implementation with real-world contextualisation, hands-on activities, step-by-step reasoning, pattern recognition, and problem-based learning, which they perceived as supporting students’ engagement with mathematical concepts and relationships. The study concludes that structured STEM–CT professional development can support teachers’ classroom implementation of computational thinking practices, although their post-implementation perceptions were more cautious than their initial expectations. Sustained professional development and continued support for classroom integration are recommended.

Investigating the Relationship between Substance Abuse and Mental Health Disorders among University Students: A Case of Selected Private Universities in Lusaka District, Zambia

Tria Kale — 2026-09-21

Substance abuse and mental health disorders have emerged as critical public health challenges in higher education institutions globally, with profound implications for student well-being, academic performance, and long-term life outcomes. In Zambia, particularly within the expanding private university sector, the intersection of these dual challenges remains under-researched despite concerning national indicators. This study investigated the relationship between substance abuse and mental health disorders among students in selected private universities in Lusaka District, Zambia. A convergent parallel mixed-methods research design was adopted. Data were collected using structured questionnaires adapted from validated instruments (AUDIT-C, DAST-10, DASS-21, PHQ-9, GAD-7, MSPSS, and Brief COPE) and semi-structured focus group discussions from a sample of 374 students. Quantitative data were analysed using descriptive statistics and multiple regression analysis (SPSS Version 28), while qualitative data were analysed thematically. Findings revealed a high prevalence of substance use, with inhalants (25.9%) and amphetamines (21.7%) being the most commonly reported substances, alongside hazardous alcohol consumption patterns, with 22.2% of students engaging in near-daily binge drinking. Multiple regression analysis indicated that selected predictors collectively explained 44.8% of the variance in binge drinking behaviour (R² = 0.448, F = 22.464, p < 0.001), with illegal drug-seeking behaviour (β = 0.754), grade anxiety (β = 0.586), and family pressure (β = 0.265) emerging as the strongest predictors. Qualitative results confirmed that students described substance use as a normalised, maladaptive response to overwhelming academic and financial stress, while existing support systems were characterised by low awareness (with only 26.2% being aware of counselling services), profound stigma, and mistrust regarding confidentiality. The study concluded that substance abuse and mental health disorders are closely interrelated and mutually reinforcing among the students studied, driven by acute stressors and sustained by an institutional response gap. Because the design was cross-sectional, causal directionality cannot be definitively established. The study therefore recommended a comprehensive wellness policy, professionalised counselling with dual-diagnosis expertise, de-stigmatising peer-led campaigns, and academic structure reforms to mitigate student distress.

Classroom Observation Styles of School Administrators and Their Impact on Teachers’ Instructional Performance

Marissa N. Noveloso — 2026-09-21

Background: Classroom observation is an important component of instructional supervision through which school administrators assess teaching practices, provide feedback, and support teachers’ professional development.

Aims: This study aimed to determine the classroom observation styles of school administrators and their impact on the instructional performance of teachers in the Luna 2 District, Division of La Union, Philippines.

Study Design: This study employed a descriptive-correlational research design.

Place and Duration of Study: The study was conducted across 13 public elementary schools in the Luna 2 District, Division of La Union, Philippines, during the 2025–2026 school year.

Methodology: A total of 120 teachers participated in the study and were selected through stratified random sampling from 13 public elementary schools. The sample size was determined using G*Power analysis. Data were collected using two adapted and validated instruments: the Classroom Observation Styles Questionnaire (COSQ), which measured administrators' observation approaches across collaborative, developmental, and directive styles, and the Instructional Performance Evaluation Tool (IPET), aligned with the Philippine Professional Standards for Teachers (PPST). Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson product-moment correlation) at α = 0.05.

Results: School administrators demonstrated a predominant preference for the Collaborative Observation Style (Overall M = 3.85, SD = 0.49), followed by the Developmental Style (M = 3.52, SD = 0.57) and the Directive Style (M = 3.14, SD = 0.71). Teachers' overall instructional performance was rated as Highly Proficient (Overall M = 3.80, SD = 0.43), with the highest competence in Learning Environment (M = 3.96, SD = 0.46) and the lowest in Assessment and Reporting (M = 3.59, SD = 0.57). Pearson correlation analysis revealed a strong, positive, and highly significant relationship between administrators' collaborative observation style and teachers' instructional performance (r = 0.718, p < .001). Conversely, the directive style showed a negligible negative correlation (r = -0.138, p = .068), which was not statistically significant.

Conclusion: The prevailing collaborative observation style of school administrators was positively associated with teachers' instructional performance, whereas directive approaches were not significantly associated with instructional performance. The study recommends continued strengthening of administrators' instructional leadership and coaching capacities, institutionalization of collaborative pre- and post-observation conferences, and further research on other mediating factors affecting teacher performance.

Reading the Machine: Prompt Literacy as an Emerging Interpretive Competence in English Literary Studies

J. John Sekar — 2026-09-21

The rapid diffusion of generative artificial intelligence (AI) into reading, writing, and research practices has produced a new communicative act—the prompt—and, alongside it, a new object of pedagogical concern that researchers have begun to call “prompt literacy”. This study examines prompt literacy as a rhetorical and interpretive competence within English literary studies. Using a textual-rhetorical approach, it analyses a purpose-built illustrative corpus of forty prompts representing AI-assisted literary reading, analytical writing, creative pastiche, comparison, and revision tasks. Existing scholarship on prompt literacy has emerged largely from educational technology, library and information science, and second-language education, and has tended to treat prompting as a generalisable technical-cum-critical skill applicable across disciplines. Comparatively little attention has been paid to what English literary studies, specifically, might contribute to or gain from this literacy, despite the discipline’s long history of training readers and writers in exactly the competencies—audience awareness, genre recognition, interpretive framing, iterative revision, and reflective self-awareness—that recent prompt-literacy frameworks identify as central (Lo, 2023). This article addresses that gap. Using a textual-rhetorical method adapted from literary and rhetorical criticism, the study analyses a purpose-built, illustrative corpus of forty prompts modelled on patterns documented in the literature on AI-assisted reading, writing, and literary analysis. Five recurring competencies are identified and mapped onto established concepts in reader-response theory, genre theory, and theories of authorship: audience positioning, genre calibration, interpretive framing, iterative revision, and metacognitive reflection. The findings suggest that prompt literacy, far from being an alien, purely technical competency, is continuous with the interpretive and rhetorical training English literary studies has long provided, and that the discipline is, therefore, well positioned—and arguably obligated—to take a leading role in its cultivation. The article closes with a discussion of the pedagogical, theoretical, and curricular implications of this continuity, along with limitations and directions for confirmatory empirical research.

Managerial Challenges Facing School Heads in Implementing School Quality Assurance Reports in Public Secondary Schools in Mbeya Rural District, Tanzania

Eliah P. Mkumbwa — 2026-09-21

This study assessed the managerial challenges facing school heads in implementing school quality assurance (SQA) reports in public secondary schools in Mbeya Rural District, Tanzania. A mixed-methods approach with a convergent design was employed. Data were obtained from 267 respondents comprising 223 teachers, 16 school heads, 16 academic teachers, 11 school quality assurance officers, and one district secondary education officer. Teachers completed questionnaires, while the other participant groups contributed through interviews. Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations, while qualitative data were analysed through content analysis. The questionnaire findings indicated that the reported challenges were generally moderate, with delays in the issuance of SQA reports among the most prominent concerns. The qualitative findings identified four interrelated managerial challenges: insufficient teaching and learning resources, excessive managerial workload, poor working environments, and inadequate supervision skills among school heads. These constraints reduced school heads’ capacity to act consistently on quality assurance recommendations and to follow up school improvement activities. The study concludes that implementation of SQA reports depends not only on the availability of reports but also on school-level managerial capacity and enabling conditions. It recommends structured headship training, timely issuance of SQA reports, improved access to teaching and learning resources, and appropriate delegation of managerial responsibilities to support more effective implementation of SQA recommendations.

The Effect of Head Teachers’ Classroom Observation and Feedback Practices on Teachers’ Instructional Delivery Efficiency in Public Primary Schools in Meatu District, Tanzania

Pilly Anthony — 2026-09-21

Effective instructional leadership is essential for improving teaching practices and supporting the quality of classroom instruction. Classroom observation and constructive feedback enable head teachers to identify teachers’ instructional strengths and areas requiring improvement. However, evidence on how these practices are perceived and implemented in public primary schools in Meatu District, Tanzania, remains limited. This study examined head teachers’ classroom observation and feedback practices and their perceived association with teachers’ instructional delivery efficiency in public primary schools in Meatu District, Tanzania. A convergent mixed-methods design was employed, grounded in Instructional Leadership Theory. From a target population of 1,016 teachers in 125 public primary schools, Yamane’s formula (margin of error = 0.05) yielded 287 primary respondents, comprising 246 teachers selected through simple random sampling and 41 head teachers selected purposively across 41 schools. Eight education officials, six Ward Education Officers, one District Pre-Primary and Primary Education Officer, and one District School Quality Assurance Officer, participated as key informants, giving 295 participants in total. Data were generated through a questionnaire adapted from the Principal Instructional Management Rating Scale, semi-structured interviews and documentary review. Quantitative data were analysed descriptively (means, standard deviations and skewness) and qualitative data through content analysis. Respondents rated classroom observation and feedback favourably overall (M = 3.67, SD = 1.38, Sk = −0.73 on a five-point scale), with the highest rating for the contribution of observation to lesson delivery (M = 3.81) and the lowest for feedback on classroom management (M = 3.56). The dispersion of responses was, however, substantial, and the interview and documentary evidence indicated that observation is enacted unevenly: in many schools, head teachers substitute inspection of pupils’ exercise books and commentary in staff meetings for direct lesson observation. The study therefore identifies a gap between the value teachers attach to classroom observation and feedback and the regularity with which these practices are enacted, a gap that participants associated with head teachers’ competing administrative workload. Rationalising administrative duties assigned to head teachers and embedding structured observation and feedback cycles within continuous professional development are recommended.

The Relationship between School Leadership Practices and Student Wellbeing in Secondary Schools of Trashiyangtse Dzongkhag

Chime Dorji — 2026-09-22

This study examined school leadership practices and student wellbeing and assessed the relationship between students’ perceptions of leadership and their wellbeing in secondary schools of Trashiyangtse Dzongkhag. A quantitative, cross-sectional correlational design was employed across six secondary schools. The final sample comprised 11 school leaders, 100 teachers, and 215 students. Structured five-point Likert-scale questionnaires assessed four dimensions of school leadership and four dimensions of student wellbeing. Internal consistency coefficients ranged from .873 to .983. Descriptive statistics were used to summarise leadership practices and wellbeing, while Pearson’s product-moment correlation examined their association. School leaders reported leadership means ranging from 4.42 to 4.65, teachers from 4.17 to 4.39, and students from 4.18 to 4.24. Students also reported generally positive wellbeing, with mean scores ranging from 4.07 to 4.19 across psychological, social, physical, and cognitive dimensions. Students’ perceptions of overall leadership practices were strongly and positively associated with wellbeing, r(211) = .810, P < .001. All four leadership dimensions were significantly related to wellbeing, with correlations ranging from .702 to .785. The findings indicate that organisational, relational, instructional, and direction-setting conditions are associated with students’ wellbeing in the participating schools. Because the study was cross-sectional and correlational, the results should be interpreted as evidence of association rather than causation.

Digital Learning and Its Impact on Reflective Thinking and Achievement in Hindi Language among Secondary School Students

S. Savitha Kumari — 2026-09-22

Aims: To examine the effectiveness of an integrated digital learning and reflective-thinking intervention on Hindi language achievement and reflective thinking among school students.

Study Design: Quasi-experimental pre-test–post-test control group design.

Place and Duration of Study: The study was conducted among secondary school students during the intervention period in the academic year 2025–2026.

Methodology: Students were assigned to control and experimental groups. Pre-test and post-test measures of Hindi language achievement and reflective thinking were administered to evaluate changes following the intervention.

Results: The control group demonstrated a significant improvement in Hindi achievement from pre-test to post-test, t(34) = −7.062, p < .001, whereas the experimental group showed no significant improvement, t(34) = 0.962, p = .343. ANCOVA further revealed a significant difference in post-test Hindi achievement between groups after controlling for pre-test scores, F(1, 67) = 12.117, p = .001, partial η² = .153, favouring the control group. Reflective thinking significantly improved within the control group, t(34) = −2.401, p = .022, but not within the experimental group, t(34) = −0.789, p = .436. The adjusted between-group difference in reflective thinking was not significant, F(1, 67) = 0.411, p = .523, partial η² = .006.

Conclusion: The intervention did not demonstrate a significant advantage in Hindi achievement or reflective thinking compared with the control condition. The findings highlight the importance of structured and sustained reflective pedagogy in digital learning environments.

Enhancing Understanding of Fractions Using Visual Models in Class 5 Mathematics at Lamgong Higher Secondary School

Tashi Penjor — 2026-09-22

Fractions are a fundamental component of primary mathematics, yet many learners experience difficulty understanding fraction magnitude, equivalence, comparison, and the relationship between symbolic notation and visual representations. Visual models can help make these abstract concepts more accessible by enabling students to connect fraction symbols with concrete, pictorial, and spatial representations. This study therefore examined the use of visual models to support Class 5 students’ understanding and engagement in learning fractions at Lamgong Higher Secondary School. This classroom action research examined the use of visual models to support Class 5 students’ understanding of fractions at Lamgong Higher Secondary School. The study involved 31 students and used an 18-item, five-point Likert-scale questionnaire before and after the intervention to examine students’ perceptions of fraction understanding, use of visual representations, confidence, engagement, and collaborative learning. The intervention incorporated fraction circles, fraction strips, area models, number lines, drawings, and group-based activities to connect concrete, pictorial, verbal, and symbolic representations. Questionnaire responses were analysed descriptively using response frequencies, weighted item means, and positive-response percentages, while students’ written feedback provided contextual evidence about their learning experiences. The findings showed a positive shift across all 18 questionnaire items. The overall mean increased from 2.93 before the intervention to 4.46 after the intervention, a gain of 1.53 points on the five-point scale. Post-intervention responses were predominantly positive across the three thematic categories, and no negative responses were recorded in the aggregated category totals. Students’ written comments also indicated that different visual models supported comparison, representation, and explanation of fractions in different ways. The findings suggest that the coordinated use of visual models was associated with more favourable student perceptions of fraction understanding and engagement. Because the data are primarily descriptive and perception-based, the results should be interpreted within the context of this single Class 5 classroom.

Community Participation in the Implementation of School Feeding Programmes in Public Inclusive Primary Schools in Chunya District Council, Tanzania

Hawa Mtonyole — 2026-09-23

Community participation is important to the implementation and sustainability of school feeding programmes in public inclusive primary schools, particularly where learners with disabilities may require additional support during meals. This study examined community participation in the implementation of school feeding programmes in public inclusive primary schools in Chunya District Council, Tanzania. A mixed-methods approach using a convergent parallel design was adopted. The study involved 21 schools and 210 questionnaire respondents, comprising 21 head teachers, 42 teachers, and 147 parents/guardians, while key informants were purposively selected for interviews. Data were collected through structured questionnaires, semi-structured interviews, and observation checklists. Quantitative data were analysed using SPSS Version 21, while qualitative data were analysed thematically. The findings showed substantial participation in collecting firewood, reported by 95.24% of head teachers, 83.33% of teachers, and 81.63% of parents. Participation in feeding learners with disabilities was reported by 57.14% of head teachers and 95.24% of both teachers and parents. Participation in cooking food was lower, at 23.81% of head teachers, 23.81% of teachers, and 20.41% of parents. The findings indicate that community members contribute to programme implementation through different activities, although participation varies by activity. Strengthening communication, shared responsibility, and community involvement may support more consistent implementation of school feeding programmes in public inclusive primary schools.

Impact of QASO Quality Assurance Inspections on Educational Outcomes in Public Secondary Schools in Meru County, Kenya

Mburuki Lawrence Mutwiri — 2026-09-23

Aims: To evaluate the influence of regular school inspections by Quality Assurance and Standards Officers (QASOs) on educational outcomes in public secondary schools in Meru County, Kenya.

Study Design: Descriptive correlational research design.

Place and Duration of Study: Public secondary schools across five sub-counties (Imenti North, Imenti South, Igembe, Tigania, and Buuri) in Meru County, Kenya, with data collected over a period of one month.

Methodology: The study's target population comprised 10,202 stakeholders, including 10 QASOs, 392 principals, 1,960 Heads of Department (HODs), and 7,840 classroom teachers. Yamane’s formula and stratified proportionate random sampling were used to select a sample of 385 respondents (10 QASOs via census, 15 principals, 74 HODs, and 286 classroom teachers). Data were collected using structured Likert-scale questionnaires for school staff and semi-structured interview guides for QASOs. Quantitative data were analysed using SPSS version 31, employing descriptive statistics, Pearson correlation, and simple linear regression, while qualitative data underwent thematic analysis.

Results: Of the 385 administered questionnaires, 372 were completed and returned (96.62% response rate). Regular school inspection demonstrated a statistically significant positive correlation with educational outcomes across classroom teachers (r = .58, P < .001), HODs (r = .50, P < .001), and principals (r = .67, P = .013). Simple linear regression models indicated that regular school inspection accounted for 33.2% of the variance in outcomes among teachers (R² = .33, F_{1, 273} = 135.88, B = 0.66, P < .001), 25.3% among HODs (R² = .25, F_{1, 69} = 23.36, B = 0.54, P < .001), and 44.4% among principals (R² = .44, F_{1, 9} = 7.18, B = 0.58, P = .025). Inspection frequency recorded low mean scores (2.34–2.36), reflecting operational constraints.

Conclusion: Regular school inspection by QASOs significantly enhances educational outcomes, driving curriculum compliance and school effectiveness. Addressing staffing and logistical challenges to increase inspection frequency is crucial for maximising academic impact.

Examining the Combined Influence of Motivational Beliefs and Self-regulated Learning on Mathematics Attainment among Standard Nine Students

A. Anula Hyasinth — 2026-09-24

Aims: This study examined the combined influence of motivational beliefs and Self-regulated learning on mathematics attainment among Standard Nine students and assessed the relationships and predictive contributions of these variables.

Study Design: A quantitative descriptive-correlational research design was employed.

Place and Duration of Study: The study was conducted among Standard Nine students during the academic year 2025.

Methodology: The target population comprised Standard Nine students studying in Sivaganga district during the academic year 2025. A sample of 400 students was selected from this population using simple random sampling. Motivational beliefs were measured using a 22-item researcher-developed questionnaire, while Self-regulated learning was assessed using a 30-item researcher-developed questionnaire. Mathematics attainment was measured using students’ term-end mathematics examination scores from official school records. The instruments showed good reliability, with Cronbach’s alpha values of 0.91 and 0.89. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression were used for analysis.

Results: Students showed high motivational beliefs (M = 3.69, SD = 0.50) and Self-regulated learning (M = 3.59, SD = 0.54), with satisfactory mathematics attainment (M = 74.51, SD = 10.66). Mathematics attainment was positively related to motivational beliefs (r = .448, p < .001) and Self-regulated learning (r = .480, p < .001). The regression model was significant, F (2, 397) = 79.18, p < .001, explaining 28.5% of the variance in mathematics attainment (R² = .285). Self-regulated learning (β = .339) was a stronger predictor than motivational beliefs (β = .273).

Conclusion: Motivational beliefs and Self-regulated learning significantly contribute to mathematics attainment, with Self-regulated learning showing the stronger predictive influence.

National-Image Representation in Chinese Country-studies Publications: A Comparative Analysis of Selected Materials from 2003 to 2024

Nguyen Thi Ngoc Hoa — 2026-09-24

Aims: Country-studies materials mediate linguistic and cultural knowledge while also framing contemporary China for foreign learners. This study compares selected Chinese country-studies publications from 2003 to 2024, examines how selected newer materials represent contemporary China, and considers implications for Chinese Studies education in Vietnam.

Study Design: A qualitative comparative document study integrating catalogue-level descriptive data, structured qualitative content analysis, and interpretive analysis.

Place and Duration of Study: The purposive documentary corpus comprises five representative older-generation works published between 2003 and 2007, including works from Peking University Press and Sinolingua, and nine selected newer Sinolingua publications or series issued between 2010 and 2024, supplemented by catalogue-level descriptive data.

Methodology: The selected publications were compared at the publication or series level across thematic orientation, temporality, spatial framing, authorship, target audience, language accessibility, media form, interactional direction, representational mode, and critical plurality. Catalogue counts were treated separately as descriptive contextual evidence rather than population estimates, while Chinese-authored and foreign-voiced works were examined interpretively in relation to textbook-representation and public-diplomacy scholarship.

Results: Within the selected corpus, older works were mainly print-based, China-centred, discipline-organised, and Chinese-authored. Selected newer publications place greater emphasis on contemporary life, technology, international interaction, multimodality, differentiated audiences, and foreign narrators. These corpus-bounded patterns suggest a shift from predominantly institutional self-representation towards a hybrid communicative architecture in which self-presentation is supplemented by curated foreign voices. Institutional selection and limited critical plurality nevertheless remain important constraints.

Conclusion: Within the selected corpus, contemporary Chinese country-studies publications function as educational resources and as mediated forms of international cultural communication. Their pedagogical use is strengthened when instructors treat them as constructed representations, triangulate publisher-produced narratives with independent sources, and organise learning around critical comparison rather than passive reception.

Competitiveness Performance of Selected LGUs in Negros Occidental: An Explanatory Sequential Study

Ryan T. Villasis — 2026-09-24

Background: Local government competitiveness reflects the capacity of local government units (LGUs) to support economic development, deliver effective public services, and strengthen institutional performance. Although the Cities and Municipalities Competitiveness Index (CMCI) provides a multidimensional assessment of LGU performance, rankings alone offer limited insight into the institutional practices and challenges underlying differences in competitiveness. Examining these factors is therefore important for understanding variations in LGU performance and identifying areas for organisational improvement.

Aims: This study examined the competitiveness performance of Local Government Units in Negros Occidental by identifying high-performing and low-performing LGUs based on the CMCI from 2022 to 2024 and determining the factors influencing their competitiveness outcomes.

Study Design: The study employed an explanatory sequential mixed-methods design.

Place and Duration of the Study: The study was conducted among selected LGUs in Negros Occidental, Philippines, using CMCI data covering the period 2022–2024.

Methodology: The quantitative phase analysed secondary data from the Department of Trade and Industry’s CMCI database using descriptive statistics, including frequencies, percentages, and means, to determine rankings and performance trends. This was followed by a qualitative phase involving focus group discussions and key informant interviews with 10 CMCI focal persons to explain the factors affecting LGU competitiveness.

Results: The quantitative results revealed substantial disparities in competitiveness performance between cities and municipalities. Cadiz City and Kabankalan City emerged as high-performing LGUs, while the municipalities of Salvador Benedicto and Valladolid were identified as low-performing. The qualitative findings highlighted four key areas associated with differences in LGU performance: leadership and institutional alignment, organisational capacity and coordination, data quality and evidence-based management, and strategic collaboration and innovation. High-performing LGUs demonstrated stronger institutional arrangements, coordinated implementation, and adaptive practices, while challenges in low-performing LGUs included limited manpower, fragmented responsibilities, process inefficiencies, and weaknesses in data management and validation.

Conclusion: The integrated findings indicate that LGU competitiveness is shaped not only by performance across the five CMCI pillars, but also by institutional capacity and management practices. Strengthening leadership engagement, institutionalising CMCI responsibilities, improving data quality and inter-office coordination, and promoting collaboration and innovation may help LGUs address performance gaps and sustain competitiveness. The findings provide a basis for practical strategies to enhance LGU competitiveness and support sustainable local development.

Examining the Relationship between Forms of Parental Involvement and Students’ Academic Performance in Public Senior Schools in Lagdera Sub-County, Garissa County, Kenya

Amin Mohamud Gure — 2026-09-24

Globally, parental involvement in education has been a major contributor to student achievement. However, despite its established importance, a persistent gap in parental involvement remains in the education systems of many rural areas, particularly in Lagdera Sub-County. The purpose of the study was to examine the relationship between forms of parental involvement and students’ academic performance in public senior schools in Lagdera Sub-County, Garissa County, Kenya. The study was premised on Epstein's Theory of Six Types of Parental Involvement. The study adopted a mixed-methods research approach targeting 45 teachers from the five public senior schools in Lagdera Sub-County, with a census used for sampling. The five principals, five BOM chairpersons, and 17 PA representatives were selected as key interview informants. A questionnaire was used to collect quantitative data, while interviews were conducted to gather qualitative data. Quantitative data were analysed using descriptive statistics, while correlation analysis was used to establish the relationship between the variables, and verbatim responses were used for qualitative analysis. The study also found that forms of parental involvement were significantly associated with students’ academic performance in public senior schools in Lagdera Sub-County, Garissa County, Kenya (r = 0.555, p < 0.05). The study concludes that active parental involvement in public senior schools in Lagdera Sub-County, Garissa County, Kenya, manifests in the form of communication with teachers, monitoring of academic progress, provision of academic resources, participation in school activities, as well as guidance and counselling, which play a pivotal role in enhancing students’ academic performance. The study recommends that parents, working in collaboration with teachers, adopt more purposeful forms of involvement by consistently encouraging students, monitoring their academic progress, and maintaining communication with schools.

Path Analysis of Associations between Socio-psychological Factors and Moral Behaviour of Junior Secondary Students in Social Studies in the Ibadan Metropolis, Nigeria

Olusegun Matthew Adebisi — 2026-09-25

This study examined associations between socio-psychological factors and the moral behaviour of junior secondary Social Studies students in the Ibadan metropolis, Nigeria. The factors examined were parenting styles, single parenting, child abuse, social media usage, peer influence, emotional intelligence, locus of control, self-concept, self-efficacy, motivation, and depression. Anchored in Kohlberg’s Theory of Moral Development, the study employed an ex-post facto cross-sectional survey design. Proportionate sampling was used to select 1,996 JS2 students from 32 public junior secondary schools across five Local Government Areas. Data were collected with a structured questionnaire comprising 12 expert-validated subscales; the reported Cronbach’s alpha for the overall instrument was 0.78. Mean, correlation, and path analyses were conducted at the 0.05 significance level. Emotional intelligence (r = 0.496) and peer influence (r = 0.405) showed the strongest positive correlations with the recorded Moral Behaviour scores, while the remaining socio-psychological factors showed weaker positive correlations. Of the 61 hypothesised paths, 46 were statistically significant and retained in the trimmed model. The trimmed model had χ² = 23.6, df = 14, p ≈ 0.051, GFI = 0.998, NFI = 0.996, CFI = 0.998, and RMSEA = 0.018. The findings indicate a network of direct and indirect statistical associations among the examined variables. Given the cross-sectional ex-post facto design, the directional paths should be interpreted as associations rather than causal effects.

Cultivating Analytical Competence through Learning by Research (LBR): A Quasi-Experimental Study in Junior Secondary School

St Fatimah Azzahra — 2026-09-26

Analytical competence, the capacity to interpret information, examine relationships among variables, evaluate the credibility of evidence, and draw evidence-based inferences, is widely regarded as one of the cognitive foundations of scientific literacy; yet Indonesian secondary students continue to underperform on international measures of this capacity. This study examined whether the Learning by Research (LBR) model, a research-based pedagogy that embeds the stages of scientific inquiry into classroom instruction, developed junior secondary students' analytical competence more effectively than conventional direct instruction. A quasi-experimental, nonequivalent control-group design was used with two intact Year 8 classes at a state junior high school in Jakarta (n = 40 per group) engaged in an integrated science-social studies co-curricular programme on the theme of chronic kidney disease risk. Analytical competence was assessed with a five-dimension rubric covering interpretation, analysis, evaluation, inference, and explanation, adapted from Facione's (1990) Delphi taxonomy and administered as a pretest and posttest. Data were analysed using normalised gain (N-gain) scores, and parametric assumptions were confirmed via the Shapiro-Wilk and Levene tests before an independent-samples t-test. The experimental group achieved a mean N-gain of 0.61 (moderate category), compared with 0.29 (low category) in the control group. The difference was statistically significant, t(78) = 18.35, p < 0.001, supporting the alternative hypothesis and indicating that Learning by Research (LBR) influenced students' analytical skills. Gains were most pronounced in the analysis and inference dimensions, suggesting that the iterative cycle of data collection and interpretation embedded in LBR selectively strengthened the operational core of analytical competence rather than uniformly improving all its facets. The findings position LBR as a viable, classroom-feasible alternative to direct instruction for cultivating analytical competence within co-curricular, deep-learning-oriented programmes.

Exploring the Climate Impacts of Residential Electricity Consumption: Evidence from Bangladesh

Md. Shahinur Rahman — 2026-09-26

This article investigates the impact of climate change on electricity consumption in both rural and urban areas of Bangladesh, a country facing significant challenges from climate change. The study uses cross-sectional household-level data and meteorological data from 2016. Seasonal variation in temperature attributed to climate change is frequently regarded as a key driver of electricity consumption. The ordinary least squares (OLS) method is applied, followed by robustness checks and an analysis of transmission mechanisms. Our findings provide important insights into the dynamics of electricity consumption in response to severe temperatures. First, the study finds substantial evidence that residential electricity consumption is sensitive to higher temperatures, with families using more electricity on hotter days. Compared with a day in the reference category (29-33°C), adding a day to the 33-39°C bin increases annual electricity consumption by 2.8 percent. Furthermore, each additional day with a mean temperature above 39°C results in a 5 percent increase in yearly power demand. This study also takes other socioeconomic factors and variables into account to examine thoroughly the impact of climate change on household electricity consumption. The research shows that electricity consumption and temperature exhibit an asymmetric relationship. Households exhibit a significant rise in electricity consumption during extremely hot days but do not show any notable response to cold days. The study highlights potential contributions to CO² emissions and socioeconomic consequences, especially for low-income households. Heterogeneity analysis underscores urban-rural disparities and unequal impacts across income groups. Urban households consume two or three times more electricity when temperatures rise than rural households. Robustness checks support the reliability of the results, and the exploration of adaptive mechanisms such as air conditioning and fans provides insights into coping strategies. This research contributes to the existing body of literature by providing insights relevant to policymakers seeking to address the implications of climate-induced changes in electricity consumption and strengthen societal resilience.

Access, Equity and Inclusiveness in Indian Higher Education through Online Learning: The Road Ahead

Ritimoni Bordoloi — 2026-09-26

COVID-19 accelerated the use of online and blended modes across the education sector and brought issues of access, equity, digital inclusion, affordability, and technological readiness into sharper focus. This study examines teachers' and students' perceptions of online and blended learning, particularly in relation to access, digital literacy, technological support, and barriers to meaningful participation. A survey design, supported by narrative analysis, was used to document the experiences of both groups. In July 2025, two questionnaires were administered to teachers and students; responses were obtained from 25 teachers and 55 students selected through convenience sampling. The study considers how Indian higher education can ensure equal-quality learning opportunities and explores the prospects and constraints of using online and blended programmes for academic delivery during and after the pandemic. The results indicate that digital tools were essential for sustaining academic activity during the pandemic and subsequently supported the move towards blended learning. Connectivity remained a major equity-related constraint, reported by 77.2% of students and 90% of lecturers. Mobile applications, videoconferencing tools, Google Classroom, email, WhatsApp, and related digital tools were also identified as useful for academic transactions. Sustainable online and blended learning depends on robust digital infrastructure, affordable connectivity, digital competence, pedagogical preparedness, and inclusive institutional arrangements.

Variability in Patient Satisfaction Scores with Socio-demographic Characteristics of patients at a Tertiary-care Public Hospital: A Cross-sectional Study

Dinesh Kumar — 2026-09-26

Aim: The present study evaluates patient satisfaction using the Patient Satisfaction Questionnaire Short Form (PSQ-18) and examines its variation according to selected socio-demographic characteristics among patients attending a tertiary-care government hospital in Northern India. Study Design: A cross-sectional study was conducted among patients attending outpatient departments (OPDs).

Place and Duration of Study: The study was conducted at a tertiary-care government hospital in Chandigarh, India, from April to December 2025.

Methodology: Systematic random sampling was used for exit interviews across 21 OPDs. A total of 1,069 respondents were included. Patient satisfaction was assessed using the validated 18-item PSQ-18, comprising seven domains: general satisfaction, technical quality, interpersonal manner, communication, financial aspects, time spent with doctors, and accessibility/convenience. Satisfaction rates were compared using the normal test of proportions, while one-way analysis of variance was used to assess differences in PSQ-18 domain scores across socio-demographic groups.

Results: Of the 1,069 respondents, 573 (53.6%) were female and 496 (46.4%) were male. Overall satisfaction with healthcare services was reported by 758 (70.9%) respondents, while satisfaction with doctors was 92.6%. Long waiting time was the most frequently reported worst experience (75.4%). The highest PSQ-18 mean score was for time spent with doctors (3.34±0.64), followed by communication (3.02±0.49) and technical quality (2.95±0.43). Accessibility and convenience had the lowest mean score (2.64±0.44). No statistically significant differences were observed across most PSQ-18 domains by age or gender. Socioeconomic status was significantly associated with interpersonal relations/manners (P=0.014) and communication (P=0.012). Place of residence was significantly associated with accessibility and convenience (P=0.022).

Conclusion: Patient satisfaction was multidimensional, with relatively higher satisfaction regarding doctor-related interactions and lower satisfaction concerning accessibility and convenience. Socio-demographic characteristics showed selective associations with specific satisfaction domains. Improving accessibility, reducing waiting times, and strengthening administrative and infrastructural services may help address the identified areas of concern.

Teachers' Ideology and Students’ Mathematics Achievements in High Schools: Mediating Role of Students’ Motivation and Students’ Perception of Mathematics

Benjamin Adu Obeng — 2026-09-28

This study examined the relationship between mathematics teachers’ ideology and students’ mathematics achievement, with students’ motivation and students’ perception of mathematics assessed as potential mediators. Data were collected from 215 Senior High School 2 students from two schools in the Kumasi Metropolitan area of Ghana’s Ashanti Region using a questionnaire. The instrument covered the principal study constructs and was assessed for validity and internal consistency. Exploratory factor analysis and confirmatory factor analysis were conducted, followed by structural equation modelling using AMOS 23.0 to evaluate the proposed direct and indirect relationships. The reported results indicated that teachers’ ideology was significantly related to students’ mathematics achievement and students’ motivation, whereas it was not significantly related to students’ perception of mathematics. Students’ motivation mediated the relationship between teachers’ ideology and students’ mathematics achievement. In contrast, students’ perception of mathematics did not mediate this relationship, although students’ perception was reported to have a direct relationship with mathematics achievement. The findings suggest that the beliefs and instructional orientations teachers bring to mathematics teaching are associated with students’ motivational experiences and achievement outcomes within the study setting. The study therefore highlights the importance of considering teacher ideology and student motivation together when examining mathematics achievement in senior high school contexts.

Blended Learning Quality Assessment among BSIT Students in St. Mary’s College of Bansalan, Inc.: Basis for Action Plan

Peter Paul L. Parcon — 2026-09-28

This study assessed the blended learning course experience of 215 Bachelor of Science in Information Technology (BSIT) students at St. Mary’s College of Bansalan, Inc. and examined whether evaluations differed by year level as a basis for an institutional action plan. A quantitative descriptive-comparative design with complete enumeration was employed. Data were collected using a standardised survey questionnaire and analysed using frequency, percentage, weighted mean, and one-way analysis of variance. Respondents represented all four year levels: 67 first-year students (31.2%), 71 second-year students (33.0%), 31 third-year students (14.4%), and 46 fourth-year students (21.4%). The overall blended learning course experience was rated High (M = 3.85, SD = 0.57). Instructional Design obtained the highest mean (M = 3.92, SD = 0.61), followed by Curriculum (M = 3.90, SD = 0.86) and Content (M = 3.75, SD = 0.66), with all indicators rated High. One-way ANOVA showed no significant difference in course experience across year levels (F = 2.354, p = 0.073). The findings indicate broadly consistent student perceptions across year levels while identifying Content as the comparatively lowest-rated indicator. The proposed action plan therefore emphasises clear instructional structures and assessment criteria, practice-oriented curricular activities, accessible learning materials, face-to-face technical laboratory sessions, and continuous faculty development.

Research on the Practice Programmes for English Majors in Application- oriented Talent Training: Evidence from Tangshan University

Jing Zhu — 2026-09-28

Cultivating university students’ practical skills is essential for application-oriented talents. Tangshan University sets up a relatively systematic practice programs, such as in-class practice program and centralized internship and practical training, to achieve the target. This study adopted the research method of questionnaire and surveyed 133 undergraduate students majoring in English language at Tangshan University in order to investigate the current situation of practice program and explores the paths to improve it. The participants who were willing to participate in the survey were from three cohorts: the grade of 2022 (38 students), the grade of 2023 (41 students), and the grade of 2024 (54 students). The questionnaire was reviewed by two colleagues in the field for content validity before administration. A pilot test was conducted with 10 students to check the clarity and comprehensibility of the items. An internal consistency reliability test was conducted on a scale containing ten core items. A total of 133 valid samples were included in the test, and the calculated Cronbach’s α coefficient was 0.701, indicating that the scale used in this study has good overall internal consistency reliability, which can support further data analysis and research inferences. The findings reveal that the present practical form is too monotonous and the difference between in-class practice programs and centralized internship and practical training is indistinct. The practical activities that are closely connected to the real occupational environment are insufficient. The practical evaluation is lack of fairness and transparency, and there is a gap between teachers’ role and students’ expectations in the process of practical training. Based on the current situation, this study explored the paths for improving the practice programs including horizontally-integrated in-class practice programs, vertically-articulated centralized internship and practical training and multi-dimensional evaluation system for practice programs. The research design constraints, such as time, sample size, and data collection methods, may limit the depth and validity of the analysis. In addition, the recommendations presented are not the established solutions, need further validation under the approval of relevant authorities.

Short-Video Exposure, Cultural Identity, and Psychological Well-Being among University Students in Jiangxi, China: A Dual-Route Cross-Sectional Study

Chunyi Li — 2026-09-28

Aims: This study examined whether short-video exposure and engagement are concurrently associated with an identity-affirming pattern involving cultural identity and self-esteem and a comparison-pressure pattern involving social comparison, and how these variables relate to psychological well-being among tertiary students.

Study Design: Cross-sectional online survey.

Place and Duration of Study: Tertiary students in Jiangxi Province, China, between June 2026 and August 2026.

Methodology: A total of 250 valid responses were obtained from students aged 18–30 through convenience and snowball sampling. Analyses included descriptive statistics, internal-consistency assessment, a supplementary parcel-based confirmatory factor analysis, Pearson correlations, and regression-based bootstrap tests of indirect associations with 5,000 resamples.

Results: Short-video exposure was positively associated with cultural identity (r = .46, P < .001), social comparison (r = .38, P < .001), and psychological well-being (r = .26, P < .001). Cultural identity (r = .45) and self-esteem (r = .52) were positively associated with well-being, whereas social comparison was negatively associated with well-being (r = −.31), all P < .001. Bootstrap estimates were positive through cultural identity (.106) and through the serial sequence of cultural identity and self-esteem (.067), but negative through social comparison (−.103).

Conclusion: Short-video participation was associated with concurrent identity-affirming and comparison-pressure patterns. Because the study is cross-sectional and uses a broad self-reported exposure index, the findings describe an association structure and do not establish causal mediation.

A Tracer Study of the Bachelor of Science in Information Technology Graduates Class of A.Y. 2011–2012 to 2015–2016 of ST. Mary’s College of Bansalan, Inc.

Jhon Cristopher R. Potestas — 2026-09-28

This tracer study examined the employment outcomes of Bachelor of Science in Information Technology (BSIT) graduates of St. Mary’s College of Bansalan, Inc. from A.Y. 2011–2012 to 2015–2016 and generated institution-specific evidence for programme improvement. A descriptive research design was used, with data collected from 44 alumni through an adapted Commission on Higher Education Graduate Tracer Survey instrument. Data were summarised using frequencies, percentages, and ranking. Most respondents were male (64%), married (57%), and residents of Davao del Sur (91%). Only 5% reported master’s-level study, and none reported a postgraduate degree beyond the master’s level. At the time of the survey, 84% were employed, 64% worked locally, and 50% held regular or permanent positions. Although 61% reported that their first job was related to their BSIT degree and 73% considered the curriculum relevant to their first job, only 18% of respondents were grouped in IT- or computer-related positions, indicating uneven job-to-degree alignment. Graduates most frequently identified Strong Faith in God, Discipline, and Resourcefulness as institutional values contributing to job success. Soft skills accounted for 55% of reported skill mentions, compared with 39% for technical skills. Graduates recommended updated technology content, stronger hands-on learning, certification opportunities, improved laboratories and internet access, internships, and faculty development. The findings provide local evidence for strengthening curriculum-to-workforce alignment and graduate career preparation.

Teacher Collaboration and the Digitalization of Mathematics Instruction in Secondary Schools in Bertoua Municipality, Cameroon

Penn Elvis Khan — 2026-09-29

The digitalization of mathematics instruction creates opportunities for interactive, engaging, and conceptually meaningful learning, yet its implementation in resource-constrained secondary schools remains uneven. This study examined the influence of teacher collaboration on the digitalization of mathematics instruction in secondary schools in Bertoua Municipality, East Region, Cameroon, focusing on joint lesson planning and peer observation. A convergent mixed-methods design was adopted. Quantitative data were collected from 46 mathematics teachers using a structured 25-item, four-point Likert-scale questionnaire, while qualitative data were obtained through semi-structured interviews with five purposively selected mathematics teachers. Quantitative data were analysed using descriptive statistics and simple linear regression, whereas qualitative data were subjected to thematic analysis. The two strands were analysed independently and integrated during interpretation to establish convergence and complementarity of findings. Joint lesson planning significantly predicted digitalization of mathematics instruction, explaining 42.8% of the variance (R² = .428, F = 32.931, p < .001). Peer observation also significantly predicted digitalization, accounting for 21.0% of the variance (R² = .210, F = 11.728, p = .001). Qualitative findings converged with the quantitative results, indicating that collaboration facilitated peer learning, digital resource sharing, experimentation, acquisition of digital teaching strategies, and teacher confidence. However, inadequate infrastructure, unreliable electricity and internet connectivity, workload, and limited institutional support constrained implementation. The study concludes that structured teacher collaboration is an important mechanism for advancing digitalization in mathematics instruction and recommends institutionalised collaborative planning, reciprocal peer observation, school-based digital resource repositories, protected professional-development time, and context-sensitive digital training.

Financial and Social Challenges in the Management of Public Primary Schools by First-Time Head Teachers in the Northwest Region of Cameroon

Nji Jacob Dambi — 2026-09-30

Financial resources and constructive social relationships are important conditions for effective management of public primary schools, particularly for head teachers assuming leadership responsibilities for the first time. This study examined the financial and social challenges associated with the management of public primary schools by first-time head teachers in the Northwest Region of Cameroon. Specifically, it determined the extent of financial challenges and examined the relationship between social challenges and school management. A mixed-methods exploratory design was employed. The accessible population comprised 16 first-time head teachers and 122 teaching staff in selected public primary schools in Momo and Mezam Divisions. The analysed data comprised 108 usable teacher questionnaire responses and eight head-teacher interviews. Questionnaires provided the quantitative data, while interviews with first-time head teachers provided the qualitative data. Quantitative data were analysed using frequencies, percentages, Pearson’s chi-square test, and Cramer’s V, whereas interview data were analysed descriptively. Findings revealed substantial financial challenges. Most teacher respondents reported inadequate financial assistance, difficulties purchasing teaching aids, limited teacher motivation, insufficient funds for school projects, and dissatisfaction among auxiliary staff with remuneration. Financial challenges were significantly associated with school management, χ²(9) = 83.097, p < .05, V = .506. Social conditions were comparatively more favourable: teacher respondents generally reported collaboration among school stakeholders, teacher participation in decision-making, opportunities to express concerns, community contributions, and shared leadership practices. Nevertheless, social challenges were significantly associated with school management, χ²(9) = 89.955, p < .05, V = .527. The findings suggest that financial constraints and social-relational conditions constitute important dimensions of the management experiences of first-time head teachers. The study recommends improved school financing, timely resource provision, staff motivation, participatory decision-making, and strengthened collaborative leadership mechanisms to support effective management of public primary schools.

Education Stakeholders’ Perceptions of Factors Associated with Pupil Dropout in Public Primary Schools in Kyerwa District, Tanzania

Marselino Michael Mwaipwisi — 2026-09-30

Pupil dropout remains a concern for equitable access to and completion of primary education, particularly where household, family and school-access conditions constrain pupils’ continued participation. Drawing on an economic-necessity perspective, this study assessed education stakeholders’ perceptions of factors associated with pupil dropout in public primary schools in Kyerwa District, Kagera Region, Tanzania. Guided by a pragmatic paradigm, the study adopted a convergent mixed-methods design. Quantitative data were collected through structured questionnaires from 290 classroom teachers selected using simple random sampling, while qualitative data were obtained through interviews with 10 head teachers and 10 Ward Education Officers selected purposively, giving a total of 310 participants. Quantitative data were analysed using frequencies and percentages in SPSS version 28.0, while qualitative data were analysed thematically. Teachers most frequently associated pupil dropout with family responsibilities, with 229 of 290 (79.0%) agreeing or strongly agreeing, and financial difficulties, with 224 of 290 (77.2%) expressing agreement. Lower levels of agreement were recorded for cultural norms (54/290, 18.6%), health issues (36/289 valid responses, 12.5%), and lack of motivation (27/290, 9.3%). The qualitative accounts converged with the quantitative findings on household and family circumstances and added contextual dimensions, including child labour and participation in farming and livestock activities, orphanhood, household poverty and inability to meet basic educational needs, long distances between home and school, parental neglect and inadequate basic support. The findings represent stakeholders’ reported perceptions and accounts rather than causal estimates of pupil-level dropout. The study recommends strengthening support for economically vulnerable households and orphaned pupils, improving parental engagement, monitoring excessive responsibilities assigned to children, and addressing school-access challenges associated with long distances.

Development and Expert Validation of a Storyboard for a Tamil-medium Mobile Mathematics Learning Application for Standard V Learners: A First Design-based Research Cycle

A. Pio Albina — 2026-09-30

Mobile learning applications can support primary mathematics learning, but their instructional quality depends on systematic design before software development. This study aimed to develop and validate a storyboard for a mobile-based mathematics learning application for Standard V Tamil-medium learners in Tamil Nadu, aligned with the Tamil Nadu State Board curriculum. A design-based research approach guided requirement analysis, storyboard development, and expert validation. The storyboard covered six Term I mathematics units and incorporated learning objectives, sequential content, interactive activities, gamification, quiz-based assessment, storytelling, Tamil voice instructions, and character-based navigation. Five experts comprising teacher educators, school mathematics teachers, and an educational technology specialist evaluated the storyboard across six dimensions: content accuracy, curriculum alignment, language suitability, learner engagement, interface design, and pedagogical appropriateness. Mean scores ranged from 4.5 to 4.9 on a five-point scale, with an overall mean of 4.72. Language suitability received the highest rating, while interface design received the lowest, although all dimensions were rated favourably. Experts also recommended additional appreciation messages, more colourful visual elements, improved character animations, and greater voice-based guidance. The findings indicate strong expert acceptance of the storyboard as a pre-development design framework. However, the validation reflects expert judgement rather than direct evidence of learner achievement or engagement. The validated storyboard therefore provides a basis for prototype development and subsequent usability and learner-based evaluation.

Moderating Effect of Academic Self-Efficacy and Mathematics Interest on the Nexus between Teacher Support and Student Mathematics Engagement

Bright Asare — 2026-09-30

Purpose: This study investigated whether academic self-efficacy and mathematics interest moderate the association between teacher support and mathematics engagement among Ghanaian senior high school students.

Methodology/Design/Approach: This study adopted a descriptive-correlational research design. The study population comprised 1,482 students from five selected public senior high schools in Ghana, and the sample comprised 315 students. Data were collected using a structured questionnaire with items measured on a five-point Likert scale. The collected data were analysed using Structural Equation Modelling (SEM) via AMOS (ver. 23) to test the hypothesised paths.

Findings: The study revealed that teacher support, academic self-efficacy, and mathematics interest significantly predicted students’ mathematics engagement. Moreover, academic self-efficacy positively moderated the association between teacher support and students’ mathematics engagement. Finally, mathematics interest negatively moderated the association between teacher support and students’ mathematics engagement.

Limitations: The study identified four major limitations. First, the study adopted a descriptive-correlational research design. Second, the study selected five public senior high schools in Ghana, excluding private senior high schools.

Originality/Novelty: Past studies have looked at the direct effect of teacher support, academic self-efficacy, and mathematics interest on students’ mathematics engagement, but the current study adds to the body of literature by examining the moderating effect of academic self-efficacy and mathematics interest on the association between teacher support and students’ mathematics engagement.

Lived Experiences of Alternative Learning System Mobile Teachers in Lower Apayao, Philippines

Eugene G. Balderama — 2026-10-03

Alternative Learning System (ALS) mobile teachers work across community-based settings that require instructional flexibility, mobility, and sustained engagement with diverse learners. This descriptive phenomenological study explored the lived experiences of ALS mobile teachers in Lower Apayao during School Year 2023-2024 and examined how participants perceived these experiences as shaping their instructional practice and interpersonal relationships. Ten current ALS mobile teachers were purposively selected. Data were generated through semi-structured individual interviews and analysed using Colaizzi's phenomenological procedure, including repeated reading, extraction of significant statements, formulation of meanings, clustering of themes, integration of findings, and participant validation. Four prominent experience domains emerged: commuting and transportation, security, finances, and community mapping. Participants described variable travel distances, difficult road and weather conditions, occasional safety concerns during community-based work, resource limitations and out-of-pocket instructional expenses, and challenges in identifying and enrolling prospective learners. They also described adaptability, resourcefulness, time management, community engagement, communication, empathy, and stakeholder collaboration as important responses to these demands. The findings reflect participant perceptions and should not be interpreted as an independent measure of teaching competence or learner outcomes. Overall, ALS mobile teaching in Lower Apayao involves substantial logistical and relational work in addition to instruction. Strengthening logistical support, professional learning, instructional resources, and collaboration with local stakeholders may help teachers sustain flexible and inclusive learning opportunities.