Eureka: Journal of Educational Research
Eureka: Journal of Educational Research provides a platform for research on the future challenges and developments that education will face. Eureka: Journal of Educational Research is an international, peer-reviewed open access journal that publishes original work in all areas of education, serving the community as a broad-scope journal for academic trends and future developments in the field. The journal publishes a broad range of article types and formats, and there are no limitations in theoretical, empirical or methodological content. Eureka: Journal of Educational Research particularly welcomes research with the potential for global impact, especially about perspective, and work on achieving the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Eureka: Journal of Educational Research covers a broad range of areas related to education in schools, universities, vocational institutions, early childhood settings and the community. It will be concerned with formal and informal education in multiple contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Eureka: Journal of Educational Research will be eclectic, which will support a full range of research methods that address critical and significant issues. Specific topics include (but are not limited to): science education, digital education, STEM education, engineering education, alternative education, art education, bilingual education, cooperative learning, critical pedagogy, distance education, educational leadership, educational philosophy, educational psychology, civic education, educational technology, primary education, secondary education, higher education, language education, mathematics education, teaching and learning in medical education, special education, childhood education, physical education
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<![CDATA[Latent factors of elementary school students' self-control in online learning ]]>
<![CDATA[Dedy Kurniawan]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v2i1.14
<![CDATA[Online learning during the pandemic has been a contributing factor to learning loss. However, for students who possess self-control, their learning outcomes still fall within the good category. This research aims to analyze the latent factors of self-control among elementary school students in the context of online learning. This study applied coding analysis, exploratory and confirmatory factor analysis. It involves 6th-grade students (N=24) purposively selected from one elementary school in the Tanjungpandan district for the coding analysis study, resulting in 84 responses that formed 16 codes for designing the students' self-control instrument model. Additionally, 4th to 6th-grade elementary school students (N=146) from four districts in Belitung, Bangka Belitung, Indonesia were randomly selected for the factor analysis study to construct latent factors based on the 16 formed codes. The data for the coding analysis and factor analysis were collected through online surveys. The coding analysis survey used open-ended questions, while the factor analysis survey used items designed on a Likert scale with a response model based on the degree of "alwaysness". The results of the coding analysis have been presented. The factor analysis yielded two latent factors, each constructed from 6 and 10 codes, respectively. The findings of this research reveal the results of the reduction technique applied to each set of 6 and 10 codes into self-control factors in online learning, namely: (1) productive learning habits, and (2) effective learning strategies. These two factors can be considered for students' self-control during online learning.]]>
<![CDATA[The effect of culture and religion on the implementation of comprehensive sexuality education in selected primary schools of Zambia ]]>
<![CDATA[Remmy Mukonka]]>;
<![CDATA[Christine Mushibwe]]>;
<![CDATA[Choolwe Jacobs]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
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DOI: 10.56773/ejer.v2i1.15
<![CDATA[Despite full-scale implementation of Comprehensive Sexuality Education (CSE) in Zambia, behavioural health problems among adolescents persist which include early and unprotected sex, sexual abuse, early marriages and teenage pregnancies. The study aimed at establishing the effect of culture and religion on the implementation of CSE in selected primary schools of Kabwe, Lusaka and Choma districts of Zambia. The study utilised mixed method design with a pupil population drawn from 9 selected primary schools. The sample size of the study was 700 adolescents (aged 12–17 years) and 16 key informants i.e. headteachers, teachers, guidance and counseling teachers, and government senior officials). Simple random sampling was utilised to select pupils while purposive sampling was employed to select key informants. Interview guides, questionnaires and focus group discussions were employed to collect statistical and narrative data. Data was analysed using a Statistical Package for Social Sciences (SPSS) and thematic analysis. The study found that culture and religion influenced the implementation of CSE in selected primary schools. This was evident in the language used for teaching CSE, where vernacular expressions of sexuality faced resistance in a culturally conservative society, despite the dominant use of English. Additionally, there was a perception of incompatibility between religious beliefs and teaching sexuality to adolescents. Moreover, adult respondents believed that CSE could breach the moral fabric. In conclusion, for CSE to achieve its goal of improving young people's education and health outcomes, both religious and traditional leaders must be involved in its implementation.]]>
<![CDATA[Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry ]]>
<![CDATA[Maxwell Chukwunazo Obikezie]]>;
<![CDATA[Izunna Shedrack Nwuba]]>;
<![CDATA[Franklin Nnanna Ibe]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
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DOI: 10.56773/ejer.v2i1.16
<![CDATA[This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.]]>
<![CDATA[The impact of stress on students’ academic performance ]]>
<![CDATA[Emmanuel Akanpaadgi]]>;
<![CDATA[Felicia Binpimbu]]>;
<![CDATA[Esmond Naalu Kuuyelleh]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
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DOI: 10.56773/ejer.v2i1.17
<![CDATA[This study assessed the impact of stress on the academic performance of students in the Bolgatanga Technical University. It investigated the causes of stress, the symptoms of stress, the effects of stress and how students can overcome stress. The quantitative research strategy was used for the study. The research data collection was preceded by a literature review to provide an in-depth understanding of the research topic. A structured questionnaire designed in the form of a Likert-Scale was administered to One Hundred and Forty (140) students who were the participants of the study. The data was analysed using the Statistical Package for Social Sciences (SPSS) and the results were presented in the form of descriptive statistics using the Relative Importance Index (RII). The study revealed that several factors namely high cost of living, poor time management, limited facilities, difficult relations and the workload caused stress among students of the Bolgatanga Technical University. It was concluded that stress has a negative impact on the academic performance of students. The study recommends that the guidance and counselling department of the university should be strengthened to make it more effective in supporting students to overcome stress. In addition, guidance programmes such as seminars and public lectures on stress awareness should be organized periodically for students so that they can be adequately equipped with the needed skills to handle issues related to academic stress better. Finally, provision should be made in the curriculum for adequate time for students to rest by not allowing lectures to extend to weekends.]]>
<![CDATA[An appraisal of the implementation of the English language syllabus for French-speaking learners in Cameroon ]]>
<![CDATA[Baissana Talba]]>;
<![CDATA[Mahona Joseph Paschal]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
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DOI: 10.56773/ejer.v2i1.18
<![CDATA[The present paper set out to investigate the effectiveness of the implementation of the English Syllabus for French-speaking learners in some secondary schools in the Diamaré, Mayo Kani, and Mayo Tsanaga Divisions in the Far-North Region of Cameroon. The target schools were GBHS Maroua, GBHS Kaele, and GBHS Mokolo. The main assumption was that the English language curriculum is not well implemented in the target schools. The study was carried out on a sample of 152 students, nine (09) English teachers and three (03) pedagogic inspectors. The instruments used for the collection of quantitative and qualitative data were questionnaire and interview, respectively. After the analysis of the data, the findings revealed the English language syllabus was appropriate in terms of goals, contents, and methods. However, teachers did not use the adequate methods suggested by the syllabus in their respective classrooms and they had negative attitudes toward the implementation of the syllabus. Moreover, some external and internal factors hinder the implementation of the syllabus. Thus, the English syllabus was not well implemented in those target schools. The study also made some recommendations for the good implementation of the syllabus by teachers such as the follow-up of teachers by the pedagogic inspectors to keep the former abreast with new approaches and methods; the incorporation of listening and oral skills in the examinations, and the provision of schools’ libraries with the adequate resources and internet facilities.]]>
<![CDATA[Managing students’ academic failure among secondary school students for high productivity in Obingwa LGA of Abia State ]]>
<![CDATA[Martha-Rose Ifeoma Uwaezuoke]]>;
<![CDATA[Israel Chijiuka Oparaji]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v2i1.19
<![CDATA[The study investigated the management of students’ academic failure among secondary school students for high productivity in Obingwa Local Government Area of Abia State. The study was guided by two research questions and two hypotheses. Descriptive survey research design was used while the population of the study comprised thirty public secondary schools. A sample size of 10 secondary schools was selected from the 30 public secondary schools using stratified random sampling technique. Self-designed instrument entitled “Management Students’ Academic Failure Questionnaire” (MSAFQ) was utilized. The validity of the instrument was ensured. Test retest method was used and reliability co-efficient of 0.80 and 0.83 was obtained through Cronbach Alpha Statistics. Mean was used to answer the research questions while Z-test statistics was used to test the hypotheses at 0.05 level of significant. The findings include but not limited to: lack of instructional material and inability of the teachers to stimulate students are causes of academic failures among students. It is therefore recommended that the government or appropriate agency should ensure adequate supply of functional instructional resources and teachers’ should do well to motivate students to learn thereby save students from incessant failures that could mar their future and life expectations.]]>
