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Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Published by Budapest International Research and Critics University Journal
ISSN : 26552647     EISSN : 26551470     DOI : DOI: https://doi.org/10.33258/birle
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Budapest International Research and Critics in Linguistics and Education (BirLE-Journal) is a peer reviewed journal published in February, May, August, November welcome research paper in language, linguistics, oral tradition, literature, arts, education and other related fields which is published in both online and printed versions.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 681 Documents
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Brain-Based Learning and Its Impact on High School Students' Self-Efficacy and Anxiety Jafari, Amir Hassan; Miri, Mahdiyeh Sadat; Rahardi, Gilang Tris; Wahid, Najihah Abd
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 2 (2025): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i2.8091

Abstract

Brain-Based Learning (BBL) has been widely researched due to its ability to potentially improve cognitive processing, decrease anxiety and increase self-efficacy in the classroom. The impact of BBL strategies on high school students' academic confidence and mental well-being: A study. Using a quasi-experimental design, we analyze the effects of BBL relative to customary teaching practices. The results indicate that BBL is, indeed, an effective pedagogical approach, significantly enhancing self-efficacy and decreasing anxiety in students. The paper also considers implications for educators, policymakers, and future research directions.    
The School-Family Interface and Its Sociopedagogical Implications: The Case of Public Primary School of Soavinandriana-Itasy Zo, Ratsimandisa Haritiana; Razanamiariso, Rakotomalala Nivomboahangy; Myriam, Andrianjary; Bodomalala, Razanadrasoa Vololonome; Narindra, Ratiarimanajatovo; Tojoniaina, Ramiadamahefa; Allain, Solofomiarana Rapanoel Bruno; Baholy, Robijaona Rahelivololoniaina
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 2 (2025): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i2.8094

Abstract

This inquiry, conducted within a Public Primary School (PPS) of Soavinandriana, investigates the multifaceted dynamics of the school-family relationship and its consequential influence on student learning and development. Examining parental perspectives, school expectations, communication strategies, and the overarching impact of school climate across preschool and elementary settings reveals a complex interplay of historical experiences, evolving societal contexts, and individual perceptions. The establishment of robust educator-family connections, facilitated by transparent communication and collaborative initiatives, emerges as a cornerstone of effective partnerships. Parental expectations, primarily centered on academic progress and child well-being, underscore the shared objectives of home and school in Soavinandriana. The study highlights the critical role of trust, cultivated through mutual respect and consistent dialogue, in fostering meaningful parental engagement within the PPS. Furthermore, it underscores the cyclical nature of positive involvement, wherein effective communication and school-initiated integration efforts lead to increased parental participation and enhanced student outcomes specific to this Malagasy school. Conversely, ambiguities in communication and differing parental representations of schooling can present challenges to this vital partnership within the Soavinandriana context. Ultimately, optimizing student learning and fostering holistic development within this PPS necessitates a concerted effort to cultivate a synergistic home-school ecosystem. This involves proactively addressing parental expectations, promoting clear and consistent communication, and nurturing a positive and inclusive school climate that values the diverse experiences and perspectives of both families and educators in Soavinandriana. Recognizing the reciprocal influences within this relationship is paramount for creating a supportive and cohesive educational environment within this particular Malagasy primary school.     
Multicultural-Based Islamic Religious Education: A Case Study at Al-Syifa Al-Khoiriyyah Islamic Boarding School, Subang Rahardi, Gilang Tris; Wahid, Najihah Abd
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 2 (2025): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i2.8095

Abstract

This study aims to explore the implementation of multicultural-based Islamic Religious Education at Al-Syifa Al-Khoiriyyah Islamic Boarding School in Subang. The background of this study is based on the urgency of strengthening the values of tolerance, diversity, and inclusivity in the Islamic education system amidst global social challenges. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation. The results of the study indicate that this Islamic boarding school strategically instills multicultural values through an integrated knowing (cognitive), feeling (affective), and action (practical) approach in the curriculum, learning activities, and daily lives of students. This educational model encourages the creation of a dialogic, tolerant learning community that is able to respond constructively to complex social dynamics. Theoretically, these findings contribute to the development of a more contextual and adaptive Islamic education framework to the reality of a multicultural society. While practically, this study offers a model of integration of multicultural values that can be used as a reference in developing curriculum and learning strategies in other Islamic educational institutions. However, this study has limitations in the scope of the location and the approach used, so the results cannot be generalized widely. Therefore, further studies with a mixed methods approach and a more diverse range of Islamic boarding schools are highly recommended. Multicultural-based Islamic education needs to continue to be developed as a contribution to humanist, inclusive, and equitable education on a local and global scale.    
Use of Interactive Radio Instructional Broadcast for Primary School Pupils in Lagos State Felicia, Dipo Adedoyin Olubunmi
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 2 (2025): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i2.8083

Abstract

This study examines the use of Interactive Radio Instruction Broadcast (IRIB) as a tool for enhancing primary education in Lagos State, Nigeria. Amid challenges such as overcrowded classrooms, inadequate teaching personnel, and disruptions to traditional learning systems, especially during crises like the Covid-19 pandemic, radio has re-emerged as a viable medium for delivering education to hard-to-reach and underserved populations. This research investigates the accessibility, content quality, learner engagement, and educational outcomes associated with IRI among primary school pupils in Lagos State. The paper is a conceptual paper that utilises secondary data from the existing literature like scholarly books, journal articles, internet materials and media publications. The paper employs the Pedagogical Content Knowledge (PCK). This theory is relevant to this study as it charts a framework to understand how teachers can effectively integrate subject knowledge with appropriate instructional strategies when using Interactive Radio Instruction (IRI) for primary school pupils in Lagos State. The paper argued that while IRI holds significant promise in promoting foundational literacy and numeracy skills, its impact is moderated by factors such as fund, parental support, broadcast duration, electricity supply and poor signals. The paper concludes that the use of Interactive Radio Instructional Broadcast (IRIB) has proven to be a valuable educational tool for reaching primary school pupils in Lagos State, particularly in contexts where access to conventional classroom learning is limited. This paper underscores the potential of radio as a cost-effective, scalable, and inclusive medium for delivering foundational education, especially in underserved and low-resource communities.
Lighting as an Aspect of Cinematography in Transforming African Oral Traditions to Modern Media and its Psychological Effects using Kúnlé Afọláyan’s Aníkúlápó Afolabi, Amos Adelekan; Ganiyu, Kareeem Kolawole; Olugbenga, Babatunde Covenant
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 3 (2025): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i3.8115

Abstract

Lighting is a significant component of cinematography, which influences viewers' visual, psychological and emotional experiences. With an emphasis on Kúnlé Afọláyan's 2022 film Aníkúlápó, this paper explores the crucial role that lighting plays in converting African oral traditions into contemporary cinematic storytelling. Lighting becomes a crucial visual language that transmits ideas, emotions, and cultural subtleties that were previously expressed through speech, gestures, and surroundings when oral storytelling moves from traditional forms to the medium of cinema. Lighting in Aníkúlápó invokes the spiritual and moral aspects of African oral storytelling in addition to illuminating sights. While artificial lighting heightens the dramatic tension and highlights crucial moments of love, treachery, and divine intervention, the deliberate use of natural light highlights the film's ties to Yoruba cosmology and traditional locations. A psychological effect is produced by the way light and shadow interacts, engrossing viewers in the story and bringing them closer to the ancient world. This research investigates the many ways in which different lighting strategies captivate viewers. Lighting not only supports the visual narrative but also strengthens cultural memory and identity by emphasizing cultural symbols and enhancing emotional depth. Additionally, the psychological impacts of lighting are examined, with a focus on how it might emotionally engage viewers and help them develop a stronger bond with the stories. Afọláyan illustrates through Aníkúlápó how lighting unites contemporary cinematic expression with traditional African narrative, converting oral traditions into visually striking and culturally relevant media.
Role of Educational Broadcasting in Shaping Public Opinion in Nigeria Charis Olu-Oladele, Jesulayomi; Iloh, Mmesomachukwu Chukwuemeka; N. Ejekwu, Chidinma
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 3 (2025): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i3.8117

Abstract

This paper tries to look into the role of educational broadcasting in the shaping of public opinion about various pertinent problems, such as environmental sustainability, health education, and civic involvement. The paper argues that through aid to educational broadcasting, public opinion is shaped in ways that provide for disseminating information that is accurate, media literacy, and critical thinking, encouraging discourse and community engagement. The literature review in this context comes with an extensive review with empirical studies. In essence, the paper reviews the probable drawbacks and challenges of educational broadcasting with fears of bias and false information. The research that follows attempts to untangle this complicated interrelationship of public opinion and educational broadcasting to provide further insight into the impacts of the medium on cultural attitudes and behaviors for policymakers, educators, and media professionals. Finally, the present study has the purpose of providing insight into the efficient application of educational television as a vehicle able to provoke social change in an ever-complex media environment.
Unraveling the Crisis in Ethiopian Education: Challenges and Pathways to Sustainable Reform Goshu, Belay Sitotaw
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 4 (2025): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i4.8152

Abstract

As the dawn breaks over Ethiopia on this crisp the nation’s education system, spanning the tender steps of elementary learning to the ambitious heights of higher education, stands at a poignant juncture, battered yet hopeful. This study tenderly weaves together insights from a simulated survey of 2,130 students across 12 regions, delving into the heartaches of inadequate teacher training, misguided language policies, and the quiet disengagement of communities, while nurturing equitable pathways forward. The findings resonate with human struggle and resilience: a mere 1% of English teachers soared above the 50% passing mark in 2024, a stark contrast to the 66.4% success in other subjects, revealing the training crisis that dims young minds (Ethiopian Ministry of Education, 2025). Yet, glimmers of hope emerge, community efforts yield a 34.3% enrollment boost in Oromiya and a valiant 22.9% in conflict-scarred Tigray, with a robust correlation (r = 0.87, p < 0.001) between local adoption and impact. Mother tongue instruction whispers promise, potentially lifting pass rates by 15-20% against the 96% exam failure under English policies (UNICEF, 2016). Statistical voices, through ANOVA (F = 18.9, p < 0.001) and t-tests (t = 3.45, p = 0.01), affirm regional and policy disparities. Girls in rural havens like Afar face steeper dropouts, yet community partnerships offer a 5-10% equity lift. Discussions call for tailored healing, rebuilding Amhara’s and Tigrain’s schools, igniting digital hubs in Addis Ababa, implying a 20% GDP investment to train 50,000 teachers and seed 500 community hubs yearly. Recommendations embrace mental health care, tech partnerships, and local boards, aiming to halve learning poverty by 2030. This study, with empathy at its core, charts a compassionate course to rekindle Ethiopia’s educational spirit.
Effects of Collaborative Learning Strategy on Social Studies Teaching Of Citizenship Components on Upper Basic Students’ Attitude and Achievement in Akwanga, Nassarawa State, Nigeria Balewa, Jatau Istifanus; J. Umaru, Ruth; A. Ariya, Dauda; Ridwan, Muhammad
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 3 (2025): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i3.8131

Abstract

This study investigated the effects of collaborative learning strategy on upper basic students’ attitude and achievement in the citizenship components of Social Studies in Akwanga Local Government Area, Nassarawa State, Nigeria. Answering three research questions and testing two hypotheses. The study employed a quasi-experimental design, 55 Upper Basic Two students from two public schools were sampled, with one group exposed to collaborative learning and the other to conventional lecture methods. The Social Studies Achievement Test (SSAT) and Social Studies Attitude Questionnaire (SSAQ) were used for data collection after validation and reliability testing. Descriptive and inferential statistics were used in analysis of the data. Results revealed that students taught through collaborative learning demonstrated significantly higher improvements in both attitude and achievement compared to those taught by traditional methods. Additionally, no significant difference in achievement was found between male and female students in the collaborative learning group, indicating the strategy’s inclusiveness. The findings align with literature emphasizing the benefits of interactive, student-centered teaching approaches for fostering civic knowledge, skills, and positive dispositions essential for democratic citizenship. The study highlights social learning theory as a theoretical foundation, underscoring the importance of peer interaction and observation in shaping learning outcomes. Given the observed variability and concerns over students’ civic attitudes and academic performance, the study advocates the integration of collaborative learning strategies into Social Studies instruction to enhance engagement and learning effectiveness. This approach promises to produce more responsible, informed citizens equipped to contribute meaningfully to national development. The study recommends that educators and policymakers prioritize collaborative learning methods, develop inclusive environments supporting all learners, and provide professional development aligning pedagogy with evolving educational goals in citizenship education.
How Emotional Branding Builds Student Loyalty: Insights from Lovemarks in Indonesian Universities Rimadewi, Anantasha Titisania
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 3 (2025): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i3.8141

Abstract

The increasing competition among higher education institutions in Indonesia has intensified the need for strong educational branding strategies that go beyond functional and academic quality. This study examines the applicability of the lovemarks concept in the context of educational brands by investigating how its three core dimensions mystery, sensory, and intimacy influence brand love and, subsequently, student loyalty and word-of-mouth intention. Using a quantitative cross-sectional survey of undergraduate students from public and private universities in Indonesia (N ≈ 400), data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The findings are expected to demonstrate that all three lovemarks dimensions positively affect brand love, which in turn significantly enhances student loyalty and positive word-of-mouth. Brand love is also expected to mediate the relationship between lovemarks and behavioral outcomes. This study contributes to branding literature by extending the lovemarks framework to the education sector and provides practical insights for educational brand managers seeking to foster long-term emotional bonds with students.
Revitalizing Science Education in Ethiopia: Analyzing the Causes and Solutions for Declining Enrollment in Physics, Chemistry, and Mathematics Goshu, Belay Sitotaw
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 3 (2025): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i3.8150

Abstract

The decline in enrollment and performance in natural science disciplines (physics, chemistry, and mathematics) within Ethiopian public universities is linked to significant motivational challenges among instructors. This study aims to identify the underlying factors contributing to these challenges, focusing on political barriers, delayed rank promotions, and the absence of financial incentives. A mixed-method approach was used, incorporating survey data from 150 instructors and 30 university administrators, alongside document analysis of institutional policies. The survey revealed that 72% of respondents identified delayed promotions as a major demotivating factor, while 65% reported the absence of incentives as a critical issue. Statistical analysis indicated a strong negative correlation (r = -0.78, p < 0.05) between instructor motivation and the perceived impact of political barriers on professional growth. Administrators acknowledged these challenges but cited systemic issues such as limited funding and political constraints. The findings highlight that insufficient motivation among instructors affects student learning outcomes and engagement with science subjects. The study concludes with recommendations for establishing transparent promotion systems, introducing financial incentives, and increasing government investment in higher education. Implementing these measures would enhance faculty motivation, support innovative teaching and research, and ultimately improve student interest and performance in the natural sciences.

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