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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"Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings"
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<![CDATA[Patterns of adolescent students' use of mobile phones for educational activities ]]>
<![CDATA[Herath, H. M. Samitha]]>;
<![CDATA[Wanasinghe, W. M. Shaminda]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v2i2.21
<![CDATA[This study was conducted to identify patterns of adolescent students' use of mobile phones for educational activities. Survey research design was used and implemented through three objectives, determining the extent of mobile phone use among adolescent students, identifying the mobile phone usage patterns of adolescent school students, and identifying the problems faced by the students due to the use of mobile phones. The sample is eighty grade 12 students studying advanced level technology stream in two schools of Ibbagamuwa education division. Using questionnaire and interview schedule collected data. Both quantitative and qualitative data analysis techniques used. According to the data analysis, Mobile phone usage among adolescent students has increased rapidly in the year 2020 and all students are currently using mobile phones and weaning them from using mobile phones is an impossible task, and get them to use mobile phones effectively is possible. They often try to keep and use their mobile phone privately. Also use it for non-academic activities. The use of mobile phones has weakened their relationships. The main reasons for uncontrolled use of mobile phones by students are parents' lax policies and lack of knowledge. Following suggestions are made to guide adolescent students to use mobile phones effectively. Implementation of training programs for students and teachers on use of mobile phones for academic purposes and awareness programs for parents. Students should directed to use smart classrooms and tab computers in a planned schedule in school. Apply for concessional data packages and scholarships for students.]]>
<![CDATA[Exploring school principals' leadership practices of serving the learners ]]>
<![CDATA[Khoarane, Jeremiah]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings ]]>
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DOI: 10.56773/ejer.v2i2.23
<![CDATA[There is an emerging interest in applying servant leadership theory in leading the school. Little is known about school principals' practices of Servant leadership to learners. The purpose of this paper is to explore school principals’ practices of servant leadership focusing on learners. The information is derived from a large project focused on the practices of servant leadership among school principals. This paper is situated within the interpretive paradigm and employs a qualitative approach to comprehend the leadership practices of school principals in serving learners. Data was generated through interviews with school principals and teachers from two Lesotho high schools. We held individual face-to-face interviews with each of the two principals. One focus group of teachers was interviews from each school. Each focus group was made up of eight teachers. The two school principals were interviewed individually The Findings suggest that school principals served learners in various ways. Findings indicate that learners were served through motivation, cherishing of self-efficacy, development of child friendly school environment, and enhancing high academic performance. We argue that servant leadership necessitates a paradigm shift in the relationship between formal leaders, such as the principal, and learners. School principals must prioritize learners, placing them at the center, where they become more important than the principal as a leader.]]>
<![CDATA[Experiences, challenges and acceptance of e-learning by adult learners in sandwich programme of Nnamdi Azikiwe University Awka, Nigeria ]]>
<![CDATA[Chukwuemerie, Obiageli Chinyelu]]>;
<![CDATA[Akpan, Eunice]]>;
<![CDATA[Okoye, Perpetua Ukamaka]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings ]]>
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DOI: 10.56773/ejer.v2i2.25
<![CDATA[This study investigated the experiences, challenges and acceptance of e-learning by adult learners in the Sandwich programme of Nnamdi Azikiwe University, Awka. Descriptive survey research design was adopted. The population of study comprised all 381 adult learners offering Sandwich Programmes in the 2021/2022 Session in the Faculty of Education, Nnamdi Azikiwe University, Awka was also the sample size. Three research questions guided the study. Data for the study were collected by means of a validated structured questionnaire titled “Questionnaire on E-Learning by Adult Learners” (QEAL) designed in google form format. Cronbach’s Alpha values of 0.89, 0.78 and 0.89 for clusters I – III were obtained after testing for reliability. Mean and standard deviation were used to analyze data. The findings revealed that adult learners had pleasant experiences of e-learning in sandwich programmes of Nnamdi Azikiwe University in the 2021/2022 Session; and faced some challenges that included unstable internet connectivity, technical problems during online classes and difficulties associated with practical courses in distance learning. Nevertheless, adult learners highly accepted e-learning after their exposure to a higher level of e-learning in the 2021/2022 academic session by the Sandwich programme in Nnamdi Azikiwe University, Awka. It was recommended amongst others that the management of Nnamdi Azikiwe University should invest more in e-learning by way of upgrading their ICT architecture and organize more trainings on adaptation to e-learning for their adult learners that are still lagging behind and for fuller and more profitable utilization of the innovations in the Qverse learning management system.]]>
<![CDATA[Adapting to the new normal: Remote teaching challenges among educators in higher education ]]>
<![CDATA[Ramoso, Maura Gina D.]]>;
<![CDATA[Cruz, Ruth Ortega-Dela]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings ]]>
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DOI: 10.56773/ejer.v2i2.26
<![CDATA[The Covid-19 pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with remote teaching. This study employed a quantitative approach using online surveys to explore the challenges of 39 faculty members on remote teaching implementation in a State College in the Philippines. Findings revealed that problems related to actual delivery of instruction, access to technologies or gadgets needed for teaching, internet connectivity, additional non-teaching tasks assignment were some of the challenges faced by educators. Furthermore, the study revealed a significant relationship between some educators’ demographics, and their perceived challenges of remote teaching. The results of Kendall's W revealed congruence in the perceptions of the most challenging aspects of remote teaching among educators in higher education. This pandemic is not the first, nor will it be the last, to impact the higher education system. Thus, there is a need to find ways on how educators could be able to adjust with the basic requirements for successful implementation of remote teaching. All stakeholders are enjoined to develop strategies that can be implemented in the short-term as well as long-term. A dialogue between and among members of the academic community is therefore critical in making informed policy to adapt to the new normal in higher education.]]>
<![CDATA[The effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya ]]>
<![CDATA[Sika, James Ochieng]]>;
<![CDATA[Nyawanda, Fredrick Ogweno]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings ]]>
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DOI: 10.56773/ejer.v2i2.27
<![CDATA[In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.]]>
<![CDATA[Instructional teaching theory: Basis for effective teaching device in learning ]]>
<![CDATA[Mallillin, Leovigildo Lito D.]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 2 (2024): Technology Integration and Educational Strategies in Diverse Settings ]]>
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DOI: 10.56773/ejer.v2i2.29
<![CDATA[The study examines the contribution of instructional teaching theory in educational system as a basis for effective teaching devices in learning as to print materials, electronic media, technology devices, visualization and graphics, games, and interactive resources. The study employs descriptive quantitative research designs because it measures and quantifies the variables of the study on the contribution of instructional teaching theory in educational system. Likewise, convenience purposive sampling is utilized in the study. It is a non-probability sampling method in gathering the sample size of the study. The study comprised one hundred seventy five (175) respondents only. Results show to offer and plan step by step lesson, time saving, assessment materials, testing, and worksheets, to create and allow multiple friendly learning for students to listen in audiobooks, CDs, using headset to avoid disturbance from other classmates, show to help and develop deeper learning and understanding process of students, and show learning factor on the concept of instructional teaching that can turn complex things into play. Findings show that there is a significant correlation on the contribution of instructional teaching theory in educational system as a basis for effective devices in learning as observed by the respondents.]]>
