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[School locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school ]]>
<![CDATA[Obikezie, Maxwell Chukwunazo]]>;
<![CDATA[Onyebuch, Ekoyo Destiny]]>;
<![CDATA[Akachukwu, Esther Ebele]]>;
<![CDATA[Nnalue, Henrietta Obioma]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v4i1.74
<![CDATA[This study examined school locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school. Guided by two research objectives and two hypotheses tested at the 0.05 level of significance, the study employed a correlational survey design. The population of the study comprised 2720 senior secondary two (SS2) students offering biology, chemistry, data processing, physics and mathematics in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Science Process Skills Scale (SSPSS) and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts. The reliability of SSPSS was established using Cronbach alpha method. The reliability coefficient of SSPSS was found to be 0.73. Data from SSPSS and academic scores were collected; analysis involved correlation coefficients (R, R²) and regression ANOVA to answer research questions and test hypotheses. The study revealed low predictive value of students’ science process skills on academic achievement in science for both urban and rural schools, regardless of gender. Science process skills are not significant predictors of students’ achievement in both school locations and gender based. From the findings recommendations and conclusions were made.]]>
<![CDATA[Strategies addressing orientation and mobility challenges facing students with visual impairment in selected Tanzanian universities ]]>
<![CDATA[Shemndolwa, Mwitango]]>;
<![CDATA[Muzata, Kenneth Kapalu]]>;
<![CDATA[Simalalo, Magdalene]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.77
<![CDATA[The increased number of students with Visual impairment (VI) in universities has been noticeable in recent years. The growing population faces multiple challenges regarding orientation and mobility (O&M). This study explores the strategies to address the challenges encountered in O&M by university students with VI in Tanzania. An intrinsic case study design was employed to generate in-depth information on the challenges and strategies used to overcome the obstacles faced in the orientation and mobility for students with visual impairment. Eighteen students with VI, three orientation and mobility specialists and four administrators were purposively selected to participate in the study. Data were collected through interviews, focus group discussions and observation to ensure data triangulation. Inductive thematic analysis was used to make sense of the data generated from two selected universities. The findings revealed a variety of challenges, including internal and external challenges such as unsupportive infrastructure, extreme fear and an absence of clear landmarks in the university environments. The strategies employed to overcome these challenges included self-development, resilience, as well as awareness and adaptability to the environment. Based on the findings, it is recommended that universities continue to build and modify infrastructure while considering the inclusivity of students with VI to facilitate effective use of O&M skills, allowing for confident and independent movement within the universities.]]>
<![CDATA[Research literature-seeking behaviours of female lecturers in faculties of education at a Nigerian Federal University ]]>
<![CDATA[Owan, Valentine Joseph]]>;
<![CDATA[Ekpe, Isu Bassey]]>;
<![CDATA[Edam-Agbor, Imelda Barong]]>;
<![CDATA[Aduma, Peter Owogoga]]>;
<![CDATA[Owan, Mercy Valentine]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.82
<![CDATA[Although literature reviews are central to academic writing and teaching, little attention has been paid to how demographic factors such as age, academic rank, and marital status influence literature-seeking behaviours. This study addressed this gap by investigating the literature-seeking behaviours among female lecturers in the Faculties of Education at a Nigerian Federal University. The study involved 148 randomly selected female lecturers. A well-validated survey instrument was used to measure literature-seeking behaviours. The results indicated that the overall extent of literature-seeking habits was not significantly high. Significant age differences were observed in female lecturers’ literature review habits, with younger lecturers exhibiting more favourable behaviours. Additionally, differences in academic rank revealed that assistant lecturers demonstrated the most literature-seeking habits. Furthermore, single female lecturers reported significantly better literature-seeking habits than their married counterparts did. The findings suggest a need for targeted support to enhance literature-seeking behaviours, particularly among older and married lecturers. Mentorship programmes and workshops are needed to promote academic engagement. Future research should explore the reasons for these differences and investigate interventions to improve literature-seeking behaviours across demographic groups.]]>
<![CDATA[The influence of internet search engines and cellphones on the achievement of college of technology students in Cameroon ]]>
<![CDATA[Alemnge, Fedelis Lekeaka]]>;
<![CDATA[Reginta, Efuetngap]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.76
<![CDATA[The rapid growth and sophistication of handheld phones, supported by accessible software, have made them indispensable for students, enabling instant access, storage, retrieval, and refinement of information anytime and anywhere. This study seeks to obtain insights into how the use of technology in teaching and learning influences students’ learning. Participants in the study revealed that the relationship between the Use of Search Engines (USE) in teaching and academic achievement of students in the College of Technology of the University of Buea was statistically significant. The correlation coefficient for the same relationship indicated a weak positive relationship, while qualitative data reveled that teachers held divergent, but positive views on how search engines were used in teaching. The qualitative findings on teachers’ views of how search engines influence students’ academic achievement also presented a variety of ways through which students consolidate their learning. Regarding the use of cellphones, students on the average reported favourable attitudes, implying that the relationship was statistically significant, while the correlation showed a moderate negative relationship. Teachers provided a variety of positive ways in which cellphones are used in teaching, and in relation to its influence on learning indicated that it increased their pace while fostering program coverage. They, however, indicted that it also caused distractions. Based on Rogers’ diffusion of innovation theory, educators should adapt technology use to adopter categories to enhance learning and reduce distractions.]]>
<![CDATA[Heritage-based education and what it means to private universities in Zimbabwe ]]>
<![CDATA[Gudyanga, Ephias]]>;
<![CDATA[Nyoni, Erick]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.89
<![CDATA[The study on Heritage-based education and what it means to private universities in Zimbabwe was informed by the Transformative Continuity theory. A mixed methods approach was used to gather data from four lecturers in three private universities. An intense open-ended questionnaire was used as an instrument for data collection from a convenient sample of lecturer-participants. Two research questions were formulated: How are private universities aligning themselves for value addition as local industry solution providers? What interventions can be implemented to ensure Zimbabwean private universities are capacitated to subscribe fully to Education 5.0? Thematic data analysis techniques were used and it was found that private universities are not aligning themselves for value addition as local industry solution providers. Private universities are fully aware of what is to be done as far as Heritage Based Education 5.0 is concerned, however, resources and lack of motivation impact negatively. Availability of resources, further awareness of the heritage-based education philosophy, and a futuristic culture bias towards technology are some of the interventions that can be put in place to ensure that Zimbabwean private universities are capacitated to subscribe fully to Education 5.0. As informed by the transformative continuity theoretical model as a lens to our study, we concluded that by applying Heritage Based Education, private universities have the potential for carrying out innovative research, leading to the production of goods and services; therefore, having the potential to transform Zimbabwe’s disturbed economic system.]]>
<![CDATA[Reimagining responsive approaches to curbing substance abuse by female students in Zimbabwe’s secondary schools ]]>
<![CDATA[Muchabaiwa, Wonder]]>;
<![CDATA[Katsande, Jigu]]>;
<![CDATA[Moyo, Annah]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.86
<![CDATA[The rise of substance abuse among youths in Zimbabwe has reached disturbing levels, with female secondary school students increasingly falling victim. Historically, substance abuse was viewed as a male-dominated issue, with girls and women largely excluded from its narrative. This study, conducted in the Harare Metropolitan province, explores the factors contributing to female students' engagement in substance abuse and the subsequent impact on their educational experiences. Utilizing a qualitative research approach, the study employed grounded theory to collect, analyze, and present data on the issue. Participants were selected through purposive and snowball sampling techniques, with data gathered via focus group discussions with teachers and in-depth interviews with school administrators and affected students. This study highlights that substance abuse among female students is primarily driven by immediate environmental factors, particularly within the family unit. The prevalence of broken homes and parental absenteeism, often resulting from migration, increases young girls' vulnerability to substance abuse. It reveals a rise in substance abuse among female students, leading to serious implications for their academic performance and general schooling experiences. Key consequences include higher dropout rates and declining academic performance, triggering anti-school behaviors such as truancy, neglect of responsibilities, and violence. It also exposes them to mental health issues, vulnerability to sexual violence, exposure to STIs, and early pregnancies. In response, a concentric model is proposed to effectively address and curtail substance abuse among secondary school students.]]>
<![CDATA[Catalysing innovation: Infusing entrepreneurial skills into science learning in Eswatini’s selected secondary schools ]]>
<![CDATA[Pazvakavambwa, Tabetha N.]]>;
<![CDATA[Chikuvadze, Pinias]]>;
<![CDATA[Makuvire, Claretah]]>;
<![CDATA[Mudavanhu, Young]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.92
<![CDATA[Despite increasing global stress on education that nurtures innovation and empowerment, Science, Technology, Engineering, and Mathematics (STEM) curricula remain largely disengaged from entrepreneurial settings. This study explores the infusion of entrepreneurial skills into science learning to catalyse innovation in Eswatini’s selected secondary schools. Anchored in a mixed-methods approach, this study collected data through questionnaires, interviews, and literature methods. Through the use of a comparative matrix, results from the reviewed literature were triangulated with questionnaire data and qualitative responses by aligning developing themes. The stratified random sampling technique was used to select 30 respondents. Quantitative data were analysed using descriptive statistics, qualitative responses underwent thematic analysis, and literature data were analysed through systematic content analysis. Results revealed a high level of awareness among teachers regarding the importance of entrepreneurial skills in science learning. Additionally, respondents reported employing innovative pedagogical strategies, including inquiry-based and project-based learning, to promote entrepreneurship-oriented instruction. The study highlighted the necessity for strategic policy reforms and sustained professional development to equip science teachers with the requisite skills and support. It advocates for the creation of collaborative, interdisciplinary learning environments that nurture both scientific inquiry and entrepreneurial thinking. Ultimately, the research concludes that entrepreneurial skills are being infused into science learning to a considerable extent to catalyse innovation. This study advances STEM education reform by integrating entrepreneurial skills into Eswatini’s science curriculum. The results offer valuable insights for policymakers, teachers, and curriculum developers seeking to align science learning with the national innovation and economic development agenda.]]>
<![CDATA[Exploration of students’ errors in solving PISA problems on the uncertainty and data content ]]>
<![CDATA[Turnip, Mario David]]>;
<![CDATA[Pasaribu, Feri Tiona]]>;
<![CDATA[Nusantara, Duano Sapta]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.93
<![CDATA[Indonesian students’ relatively low performance in PISA has been closely linked to their difficulties in applying mathematical knowledge to real-world contexts, which often led to errors. The main objective of this study was to explore the types of mistakes students made when solving PISA-type questions within the content area of uncertainty and data. This research was qualitative descriptive in nature. The research subjects consisted of five ninth-grade students from a junior high school in Jambi Province, selected based on teacher recommendations. Data were collected through tests and interviews. The results of the study showed that students frequently made mistakes at the stage of writing the final answer, primarily due to difficulties in interpreting the given information and focusing too heavily on calculation procedures while overlooking what the problem was actually asking. These findings provide a basis for further research on analyzing students’ mathematical literacy skills in solving PISA questions, particularly within the domain of uncertainty and data.]]>
<![CDATA[Teachers’ perspectives on the absence of gender-diverse voices in South African literature ]]>
<![CDATA[Ndabeni, Nontsikelelo Gabrielis]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.95
<![CDATA[In South African classrooms, literature plays a crucial role in shaping students' identities, yet the literary canon often reflects Eurocentric perspectives that marginalize gender-diverse voices. This paper examined the implications of such exclusions through teachers’ perspectives. Guided by Rosenblatt’s Reader-Response Theory, which viewed meaning as co-constructed by readers’ lived experiences, and Freire's Critical Pedagogy, which framed education as a vehicle for social reform, the study also drew on Sedgwick’s Queer Theory, which interrogated heteronormativity and binary gender constructs while advocating for the disruption of rigid categories to validate diverse identities. Using a qualitative case study design, six purposely selected English teachers from three high schools in the OR Tambo District, Eastern Cape Province, were interviewed. Outcomes revealed that when students do not see their gender identities reflected in texts, they often disengage, affecting their academic performance and sense of belonging. Teachers observed that this exclusion particularly impacted students with nonconforming gender identities, who experienced feelings of invisibility and diminished self-worth. The author recommends a shift to curricula that incorporate both dominant and marginalised gender perspectives, enabling more inclusive and gender-sensitive classrooms. It is believed that inclusive literary practices can affirm diverse subjectivities and foster equitable learning environments that reflect contemporary South African society.]]>
