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Francis O. Olaniyi
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Randwick International of Education and Linguistics
Published by Randwick International Research and Analysis Institute
ISSN : 27232441     EISSN : 27232433     DOI : https://doi.org/10.47175/rielsj.v1i1.23
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
RIELS Journal publishes research papers in the fields such as: - Education (all levels, stages and processes of education (e.g. formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education), research in language teaching, and curriculum and Instruction Design) - Linguistic (sociolinguistic, pragmatic, semantic, phonetic, phonology, applied linguistic, second language acquistionand) - Art (analysis novel, poetry, and drama) - Other related areas
Arjuna Subject : Umum - Umum
Articles 472 Documents
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The Efficacy of Self-Paced Video Lessons on the Performance of Grade 7 Students in Mathematics Love Harzil L. Abugho; Elizabeth L. Baguio
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1304

Abstract

This study investigated the effectiveness of self-paced video lessons delivered through Khan Academy in improving the Mathematics achievement of Grade 7 students at Lunao National High School, Division of Gingoog City, during the 2025–2026 academic year. The research utilized a quasi-experimental pretest–posttest control group design involving seventy Grade 7 learners who were assigned to either a control group or an experimental group through matched-pair random sampling based on their Mathematics Mean Percentage Scores (MPS). Students in the control group received conventional classroom instruction, whereas those in the experimental group participated in a blended learning approach incorporating Khan Academy self-paced video lessons for five weeks. A researcher-adapted 50-item multiple-choice examination aligned with the MATATAG curriculum served as the primary data-gathering instrument. Descriptive statistics, including mean and standard deviation, together with t-test analysis, were employed to evaluate the data. Results indicated that both groups demonstrated improvement after the intervention; however, the experimental group achieved significantly greater learning gains than the control group. Statistical analysis yielded a t-value of 3.671 and a p-value below .001, confirming a significant difference between the two groups in favor of the experimental condition. The findings suggest that integrating self-paced video lessons through Khan Academy is more effective than traditional teaching methods in enhancing Grade 7 students’ Mathematics performance. Consequently, the study recommends the incorporation of Khan Academy as a supplementary instructional resource to support student achievement, engagement, and learning outcomes in Mathematics.
Lived Experiences of Parents Supporting the Education of Children from Vulnerable Families Arlyn S. Gonzaga; Aida C. Abad
Randwick International of Education and Linguistics Science Journal Vol. 7 No. 2 (2026): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v7i2.1306

Abstract

Parental support plays a critical role in children's educational participation and success, particularly among families experiencing social, economic, and cultural vulnerabilities. This study explored the lived experiences of parents supporting the education of children from vulnerable families within the contemporary schooling context. Guided by a narratological qualitative design, the research examined parents' understandings of educational success, the influence of their life histories and social positioning on educational aspirations, the challenges encountered in supporting schooling, and the strategies employed to navigate these challenges. Data were collected through semi-structured interviews with 15 parent-participants selected using maximum variation purposive sampling and were analyzed through narratological thematic analysis. The findings revealed four interconnected themes. First, parents conceptualized educational success as holistic development encompassing school continuity, literacy, character formation, responsibility, future security, and cultural identity rather than academic achievement alone. Second, parental aspirations were shaped by personal experiences of poverty, interrupted schooling, migration, family responsibilities, and limited access to resources. Third, parents encountered multidimensional challenges, including financial constraints, emotional strain, time limitations, communication barriers, and cultural adjustment difficulties that affected their capacity to support their children’s schooling. Fourth, despite these challenges, parents demonstrated resilience through sacrifice, resourcefulness, family and community support networks, communication with teachers, faith, and hope. The narratives highlighted that parental support extends beyond material provision and includes emotional, moral, cultural, and relational dimensions.

Page 48 of 48 | Total Record : 472

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