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
Articles
53 Documents
<![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 ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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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.]]>
<![CDATA[Facilities provision in public tertiary education institutions for employability in a competitive society ]]>
<![CDATA[Akudo, Florence U.]]>;
<![CDATA[Uwaezuoke, Martha-Rose Ifeoma]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.30
<![CDATA[The study which investigated facilities provision in public tertiary education for employability in a competitive society in Anambra State was anchored on two research questions and two hypotheses. Descriptive survey research design was employed. The population of the study comprised 6 public tertiary institutions in Anambra State. Total enumeration sampling technique was utilized thus all the 6 government tertiary institutions were used for the study. 50 lecturers and 100 students were selected in each of these public tertiary institutions as respondents numbering 900. The researchers developed an instrument titled “Facilities Provision in Tertiary Education for Employability Questionnaire” (FPTEEQ) which was used to elicit information from the participants. The validity of the instrument was certified, an internal consistency reliability test was conducted and yielded an index of 0.85 thus considered reliable. The administration of the instrument was carried out by the researchers and two trained research assistants, the collected data were coded, weighted and analyzed in accordance with the research questions. Mean and standard deviation was used to answer the research questions while t-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed but not limited to: there is acute inadequate provision of relevant mobile educational materials in tertiary education institutions in Anambra State. The researchers therefore recommended that the appropriate agencies should expedite action in the provision of needed educational facilities to ensure credible production of employable graduates that could triumph and excel in the competitive labor market globally.]]>
<![CDATA[The elements in system analysis on principals’ managerial effectiveness in public secondary school ]]>
<![CDATA[Oparaji, Isreal Chijiuka]]>;
<![CDATA[Uwaezuoke, Martha-Rose Ifeoma]]>;
<![CDATA[Okonkwo, Eucharia Chinenye]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.32
<![CDATA[The study which investigated the influence of system analysis on the principals’ managerial roles in public secondary schools in Imo State was aimed at identifying the elements of systems analysis and the factors bedeviling its utilization. The study was guided by two research questions and two hypotheses. The study adopted a descriptive research survey design. The population of the study comprised all the principals and teachers of public secondary schools numbering 268 and 5628 respectively. A random sampling technique was used to select 134 principals while a stratified random sampling technique was adopted to draw 563 teachers from the randomly selected schools which yielded a total of 697 participants. The instrument for data collection, the ‘Influence of Systems Analysis on Principals’ Managerial Effectiveness Questionnaire’ (ISAPME), was used to elicit information from the respondents. The validity of the instrument was certified through scholarly reviews. The internal consistency of the instrument was ascertained using the Pearson Moment Correlation Coefficient method which gave rise to the coefficient value of 0.84 which was adjudged appropriate for the study. Mean and standard deviation were used for data analysis while t-test statistics was used to test the hypotheses at 0.05 level of significance. It is the findings of this study that setting goals and stating procedures for their attainment are elements of system analysis that have an influence on the principals’ managerial effectiveness among others. It is therefore recommended that the principal should be proactive in exercising his systematic administrative functions for managerial effectiveness.]]>
<![CDATA[Competence-Based Education and Training model and its infusion into learning activities at one polytechnic in Zimbabwe ]]>
<![CDATA[Rusike, Patrick Chisango]]>;
<![CDATA[Chikuvadze, Pinias]]>;
<![CDATA[Zuva, Joseph]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.33
<![CDATA[This study sought to gain an understanding concerning how the targeted polytechnic was infusing the Competence-Based Education and Training (CBET) model was into its learning activities. The quantitative approach guided data collection, analysis and interpretation. A semi-structured questionnaire was used to source data from the 18 respondents who were selected through stratified random sampling technique. The collected data was presented using tables and percentages, and analyzed statistically. From the analyzed data it was noted that CBET was conceptualized as a pedagogical model that entailed the designing learning materials, their implementation and assessment. The respondents acknowledged the model’s contribution towards the acquisition of competences by the students under the guidance of the lecturers/instructors at the polytechnic and workplace industry and commerce. It was further noted that mostly student-centered approaches were used in learning activities with the aim to enhance hands-on approach to the acquisition of the competences. It can be concluded that through the respondents acknowledged the relevance of CBET model in learning activities and various approaches were used to infuse in activities that were enhancing students’ acquisition of knowledge, and skills. Based on the above conclusion, the researchers recommend that lecturers be inducted on how best this model can be infused in their learning activities.]]>
<![CDATA[Experiences of teachers in managing dual roles: As a school head and class adviser ]]>
<![CDATA[Torrino, Jangelynne A.]]>;
<![CDATA[Naparan, Genesis B.]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v3i1.34
<![CDATA[The purpose of this study was to describe the experiences of teachers in managing dual roles – as an administrator and class adviser. This study utilized a qualitative research method, particularly a case study design using Merriam's Approach. Twelve participants were teachers from the Zamboanga Sibugay division, designated as school heads and class advisers in their schools. Interviews were done to gather information and analyze their responses using Merriam by developing one theme to answer the objectives. The findings result in three themes: descriptions of school heads to their performance, struggles of school heads in performing dual roles, and coping strategies employed by the school heads to perform their dual roles. They found their dual role fulfilling and challenging and managed their struggles by applying different coping strategies. The efforts they rendered toward their dual roles were remarkable and their dual roles performance was recognized and appreciated. Thus, teachers in rural areas who served also as school administrators need to manage their time in doing their huge responsibilities.]]>
<![CDATA[Time management as a correlate of quality service delivery in private secondary schools in Rivers South-East Senatorial District, Rivers State ]]>
<![CDATA[Elenwo, Pritta Menyechi]]>;
<![CDATA[Wike, Ruth Ejuwa]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.35
<![CDATA[The research investigated time management as a correlate of quality service delivery in private secondary schools in Rivers South-east Senatorial District, Rivers State. The research adopted a correlational research survey design. A sample of 400 made up of 25 administrators, 155 teaching, and 220 non-teaching staff respectively made up the study sample size. The sample size of 400 was determined using the Taro Yamane formula. The data collection instrument were structured questionnaires titled, Time Management Questionnaire and Quality Service Delivery Questionnaire. The instruments used for data collection were face and content authenticated by two experts from Measurement and Evaluation and one expert from the Department of Educational Management of the Faculty of Education at Rivers State University. The reliability coefficients of the instruments were 0.80 for the time management questionnaire and 0.78 for the quality service delivery questionnaire, which indicates a reasonable reliability coefficient. The research questions posed were answered using Pearson Product Moment Correlation Coefficient (PPMCC), while Z-ratio was used to test the formulated hypotheses. Conclusions drawn from the study exposed a significantly high positive relationship between time scheduling, priority setting, task delegation, and quality service delivery in private secondary schools. The researchers recommend that staff in private schools should meticulously schedule tasks and strictly adhere to them for optimal service delivery. Additionally, tasks should be prioritized to achieve organizational goals for quality service delivery. Furthermore, school administrators and staff should delegate tasks when faced with heavy workloads to enhance task flow and ensure quality service delivery.]]>
<![CDATA[Inclusive education among learners with visual impairments in Masvingo North District, Zimbabwe ]]>
<![CDATA[Ngwarati, Caleb Rangarira]]>;
<![CDATA[Muchemwa, Stella]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.37
<![CDATA[Visually impaired (VI) learners face challenges at school especially in the developed world where resources are scarce. Since 1980, Zimbabwe prioritized universal education, aligning with the ‘growth with equity’ principle and ‘nobody left behind’ concept. The 1987 Education Act emphasized inclusivity. This study draws from three models—Social Model, Critical Disability Theory, and Vygotsky's Socio-Cultural Model—all advocating for educational inclusion. The study investigated inclusive education for visually impaired secondary school students in Masvingo North district, Zimbabwe, aiming to identify improved implementation methods for inclusion. Researchers collected data from 4 schools using questionnaires, interviews and observations. A purposive sample (N=67) of 4 school heads, 20 teachers and 43 students comprising 13 VI and 30 non-visual (non-VI) was used. Results revealed that school heads lacked both the knowledge and enthusiasm to implement inclusive education effectively. Additionally, school infrastructure was often unsuitable for visually impaired students, and teaching resources were limited. Most teachers lacked the necessary skills for both face-to-face and online teaching for visually impaired learners. Moreover, there was a lack of awareness and social support for visually impaired students among non-visually impaired peers, schools, and the community. Based on these findings, researchers concluded that inclusive education for visually impaired students requires further development. Teacher educators should train school heads and trainee teachers to address disabilities in schools, while holding related in-service workshops. The responsible ministry and schools should fund for the necessary resources, and the government should ensure policy execution for inclusive education to flourish in Zimbabwe.]]>
<![CDATA[A journey of a Filipino pre-service teacher before entering the Department of Education ]]>
<![CDATA[Bihasa, Donnabel B.]]>;
<![CDATA[Madrigal, Helen B.]]>;
<![CDATA[Ladia, Elizabeth M.]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.41
<![CDATA[The journey of pre-service teachers in the Philippines was a transformative and crucial phase that involved comprehensive preparation, training, and personal growth. This research explored the experiences and challenges encountered by Filipino pre-service teachers and the factors that influenced the duration of their journey before they officially entered the Department of Education (DepEd). The research utilized a mixed-method design. The participants were sixty (60) pre-service teachers from different Teacher Education Institutions across the Philippines. Results showed that the duration of entering DepEd varied for each pre-service teacher based on different factors and their unique circumstances. Additionally, changes in policies, educational reforms, or external factors influenced the timeline for entering the department. The timeline for pre-service teachers to secure employment within the education department ranged from several months to a year or more, depending on the combination of academic requirements, licensure examinations, and bureaucratic processes they needed to complete. The duration of the transition process varied based on individual circumstances, such as qualifications, networking efforts, flexibility, and the specific conditions of the job market and educational institutions in a particular region. These findings implied that educational institutions, policymakers, and stakeholders could make informed decisions and implement targeted reforms that expedited the employment process for pre-service teachers. It was important to strike a balance between efficiency and maintaining high educational standards, ensuring that the reforms contributed to the overall quality of the education system.]]>
<![CDATA[Strategies for promoting learners’ motivations by the medium of teachers in English as a second language: A pilot approach in Benin secondary schools ]]>
<![CDATA[Hounnou, Azoua Mathias]]>;
<![CDATA[Adjoha, Bienvenu]]>;
<![CDATA[Zounhin-Toboula, Coffi Martinien]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices ]]>
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DOI: 10.56773/ejer.v3i1.43
<![CDATA[Motivation takes a core position in a language classroom. It drives students’ interest and attention to the learning process. Motivated learners are willing to take action and feel responsible for what they learn. The present study conducted in “LMB” secondary school (North Benin) has aimed to analyze qualitatively the motivational strategies applied by teachers in ESL/L2 teaching and learning contexts. The sample surveyed consisted of ten English teachers and ten pedagogical groups of first-year learners. A qualitative approach through interviews and questionnaires was used. Discourse analysis was deployed as an information processing technique. The findings have revealed that teachers motivate learners at three levels: creating the basic motivational conditions, generating initial motivation, and maintaining and protecting motivation. It was demonstrated that a teacher’s self-brand and his attitudes toward learners are very important for motivating learners in classes. In addition, teachers utilize various strategies to enhance learners' awareness of the utility of the English language for their future. This study calls on the teachers’ responsibility to increase learners’ motivation.]]>
