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Eureka: Journal of Educational Research
Published by CV. Samuel Manurung and Co
ISSN : -     EISSN : 29625548     DOI : https://doi.org/10.56773/ejer
Core Subject : Education, Social,
Education Social Sciences
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
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 53 Documents
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Digital divide among college teachers: Assessing faculty’s information and communication technology access Meher, Venkateswar; Sahu, Tushar Kanta
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.44

Abstract

The study highlighted the digital divide as not only a technological divide but also a socio-cultural divide. In the present study, we examined the digital divide of college teachers through ICT access by taking demographic variables like gender, locality, age, teaching experience, academic streams, and type of colleges. We selected approximately 158 college teachers from the Bargarh district of Odisha, covering government, aided, and private colleges, as participants for the study. We collected primary data on ICT access among college teachers to study the digital divide. The digital divide among college teachers was examined with reference to ICT access, physical access, motivational access, skill access, and usage access. In the present study, about 43.67% of teachers had high ICT access, while about 56.33% of teachers had low ICT access. Physical access and usage access of urban college teachers were significantly higher than those of rural teachers. ICT access, physical access, skill access, and usage access among college teachers below the average age were significantly higher than among teachers above the average age. ICT access and skill access of college teachers with below-average teaching experience were significantly higher than the teachers having above-average teaching experience. College teachers in commerce streams had higher physical access to ICT. ICT access among private college teachers was significantly higher as compared to government and aided colleges. From the results, it can be inferred that demographic variables were responsible for the digital divide among college teachers to some extent.
Test construction and validation procedures of senior secondary schools’ mathematics teachers of Kano Central Senatorial District, Nigeria Ibrahim, Bashir Mohammed; Sani, Mohammad Ibrahim
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.45

Abstract

The purpose of this study was to assess competence in test construction and validation procedures of senior secondary schools’ mathematics teachers of Kano Central Senatorial District, Kano State, Nigeria. The study adopted survey design. The population of the study was 864 mathematics teachers. A sample of 110 mathematics teachers was drawn using Research advisor table for determining the sample size with 0.05 degree of accuracy at 95% confidence level. Simple random sampling technique was used for the study. The instrument for data collection was Mathematics Test Construction and Validation Questionnaire (MTCVQ). Cronbach alpha was used to determine the reliability coefficient of 0.76. The data collected were analysed using descriptive and inferential statistics. Mean and standard deviation were used to answer the research questions, while Independent sample t-test and Analysis of Variance were used to test the hypotheses. Findings revealed that, test construction procedure of mathematics teachers based on professional training (t=5.800, p-value=0.000), years of working experience (F=3.045, p-value=0.032) and validation procedure of mathematics teachers based on school type (t= -2.381, p-value=0.019) was significant. It further revealed that, validation procedures did not differ significantly based on educational qualifications (F=1.617, p-value=0.190). It was recommended among others that both trained and untrained mathematics teachers should put these basic and fundamental test construction and validation procedures mentioned in this study which formed the items in the questionnaire into practice.
Educational policy: Strategies for successful implementation of Independent Curriculum in transformational schools secondary education levels Sihotang, Hotmaulina; Siregar, Julinda
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.47

Abstract

The research aims to reveal and disseminate strategies success for implementing the Independent Curriculum in transformational schools. A qualitative approach with descriptive analysis method. The research focus is on school success strategies in implementing government policies for and sub-focus of the intracurricular curriculum and implementing the Pancasila student profile project. There were 14 respondents consisting of two principals, four vice principals for curriculum, four teachers, and four parents of students. An in-depth interview was used to collect the data. Data analysis by reducing the data obtained to answer the problem. The results of the research are (1) the success strategy for implementation of Independent Curriculum, namely that all stakeholders have a mindset that is willing to change to produce graduates who have competencies according to the profile of Pancasila students; (2) implementation of Independent Curriculum's successful strategy is socialized and teachers are provided with the training. The implication of this research is that these two schools exemplify service excellence for other schools so that the implementation of the Independent Curriculum can be accelerated.
Belongingness matters: A qualitative exploration of peer acceptance and rejection among high school students Montecillo, Mary Joy; Pejoto, Jeanette L.; Moral, Reynaldo V.
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.51

Abstract

Peer acceptance and rejection among high school students profoundly influence their emotional and social development, underscoring the necessity for comprehensive research in this domain. This qualitative study explores the experiences and perspectives of 20 high school students on peer acceptance and rejection. Utilizing a phenomenological design, the research was conducted in a private school in Cebu through in-depth interviews. The thematic analysis revealed that students highly value positive and supportive peer relationships, which enhance their sense of belonging and self-worth. Conversely, experiences of peer rejection and negative interactions were linked to feelings of loneliness, low self-esteem, and anxiety about losing social acceptance. Participants often went to great lengths to avoid rejection and maintain their social status, significantly impacting their mental health. Coping strategies reported included distraction, self-soothing, self-care, and engaging in creative activities. The findings suggest that educators and policymakers should prioritize fostering healthy peer relationships by promoting tolerance and empathy. Creating a safe and supportive environment that encourages self-expression and open communication is crucial. These measures can help schools develop a more inclusive and supportive environment, contributing to the social, emotional, and academic well-being of students.
The reflective factors of students’ determination for effective learning in higher education Yundayani, Audi; Alghadari, Fiki
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.40

Abstract

Promoting self-determination was identified as facilitating access to effective learning in higher education contexts. However, amidst the competitive educational climate and various contemporary educational issues, there remained a gap in understanding the factors influencing its implementation. This study explored the factors that reflected students' self-determination for effective learning. This quantitative study involved two hundred and eighty-five participants from private universities. Data were collected using a questionnaire containing twenty-three statement items to measure students' determination in their learning, and then the data were analyzed using exploratory and confirmatory factor analysis. The study revealed six factors of student determination for effective learning. They were learning control and flexibility, learning strategy development, academic ability and engagement, academic progress and evaluation management, perception of the academic environment, and collaboration and social engagement. These factors need to be considered in developing strategies and educational interventions that are truly efficient, as in a teaching scenario, to facilitate students' self-determination performance and promote academic success and student well-being.
Development of standardized mathematics achievement test instruments for measuring senior secondary school students’ learning outcomes Ibrahim, Bashir Mohammed; Sani, Mohammad Ibrahim; Abdallah, Ibrahim Maryam
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.56

Abstract

This study developed a Standardized Mathematics Achievement Test (SMAT) instrument for measuring senior secondary school students’ learning outcomes in Dala education directorate, Kano State, Nigeria. The study adopted an instrumentation design. Three research questions were raised to guide the study. The population of the study comprised all 6,462 SS 3 students of the Dala education directorate. The sample size of the study was 132 SS 3 students drawn from the target population in 7 schools with a total number of 248 students using purposive sampling. Fifty multiple-choice items of the SMAT was developed by the researchers. The content validity of the SMAT was determined using a table of specifications. The reliability of the instrument was calculated using Kuder-Richardson formula 20 (KR-20). The result indicated that the content validity as presented in the table of specification of the SMAT items covered the six main sections of the Mathematics scheme. The result indicated that the internal consistency index of the SMAT was found to be a highly reliable instrument with a reliability coefficient of 0.79. The result also indicated that the difficulty index (DifI) of the SMAT items is moderately difficult, and the discriminatory power indicated that the test items distinguish between intelligent and weaker students. The study recommended that mathematics teachers and researchers should always determine the difficulty and discrimination indices of the test items before using such instruments as a tool for measuring students’ learning outcomes.
Relevance of the ancient Indian curriculum and pedagogic approaches in the present context with reference to NEP 2020 Yadav, Nikita
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.59

Abstract

The current study's goal is to examine, using relevant literature critically, the curricula and pedagogical practices used in ancient India and, as a result, determine their applicability in the current NEP 2020 framework. Research questions about curriculum analysis, pedagogical approaches, their applicability in NEP 2020, and the difficulties that may arise from putting them into practice were formulated based on the objectives. The study is analytical in nature and is review-based. The thorough literature analysis shows that the curriculum is made up of scriptures that teach about human values and a noble existence. Tarka Shastra, Upanishads, Vedangas, Darshans, Puranas, and four Vedas make up this system. The outcome also shows that Chintan and the oral teaching approach were widely employed. Additional methods of learning included debates, lectures, storytelling, and discussions. Life-related knowledge was given. The investigation revealed that their implementation in the current NEP 2020 will be significant and productive. Life-related learning can be obtained through activities and experiential learning. Experiments will help us understand things better. Schools are able to use oral teaching methods. Sanskrit knowledge is to be taught in schools. Additionally relevant is critical thinking. Regarding the implementation, there are a number of obstacles that must be overcome, including a shortage of funding, government backing, a shortage of qualified teachers, and many more. Therefore, by overcoming them and putting the same into practice, we can provide our children with education that is effective, relevant, engaging, and student-centric.
Application of artificial intelligence in the teaching and learning of mathematics: Implication for achievement and retention Ogoke, Chinemeze James; Anyanwu, Anthony; Okolie, Alfred; Onuoha, Ekele; Vivian, Donald-Ozuzu
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.62

Abstract

Advances in technology, particularly artificial intelligence (AI), offer opportunities to enhance teacher-student communication and improve learning outcomes in mathematics. This study investigates the impact of AI integration in mathematics education on student achievement and retention. The population comprised of 4204 Senior Secondary Three (SS3) in Owerri Municipal Council of Imo state Nigeria. A randomized controlled trial design was employed, with pre- and post-testing of 72 sample students selected through stratified simple random sampling and purposive sampling from a private school in Owerri, Imo State. The Mathematics Aptitude Test (MAT) was used to assess student learning, with a reliability coefficient of 0.74. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data. The results show that students who learned geometry with AI did not outperform those who learned without AI. Moreover, the retention rate of students taught without AI was higher. No significant differences were found in achievement and retention rates between boys and girls learning geometry with AI. These findings suggest that teachers and students should explore effective ways to leverage AI in mathematics education. Based on the findings, it was recommended that researcher recommended that activity-based classroom should be encouraged in the teaching and learning of mathematics, the use of AI in the teaching and learning of mathematics in secondary schools should be done under closed monitoring, and that improved technologies should be provided for both teacher and students for effective application of AI.
Teachers’ experiences in implementing the Zimbabwe school health policy in early childhood development classes: Barriers and drivers Maera, Joyce; Manzunzu, Nomatter
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.66

Abstract

The study focused on exploring teachers’ experiences in implementing the Zimbabwe School Health Policy in Early Childhood Development (ECD) classes. It sought to determine barriers and drivers for adopting good healthy habits. The Social Ecological model provided guidance for the research. Nine ECD teachers with direct experience implementing the policy were chosen using a purposive sampling technique. This study employed a qualitative case study methodology. Data was generated through observations and key informant interviews. Results revealed that a lack of self-efficacy and resources inhibits the implementation of the School Health Policy (SHP). Inaccessible infrastructure to learners with disabilities compromised the proper implementation of SHP. One of the main drivers was that educators saw the Zimbabwe SHP as helpful and an opportunity to holistically address children's health and free up more time for their children. The study found that ECD teachers thought the SHP was essential to encouraging learners to behave well and improve their overall health. In addition, the availability of supportive Health policies was also a driver in implementing SHP. The study also revealed that the synergies between the communities, schools and Ministry of Health and Child Welfare was a driver in implementing the SHP. There is a need to involve educators in the policy-making process to ensure that the final product is practical and feasible to execute. To enhance the health and safety of ECD learners in schools, universities and colleges should also train more ECD teachers and incorporate more health, safety, and nutrition-related topics.
Gender justice and social inclusion of female learners with dwarfism: A case study in Bindura District, Zimbabwe Muchabaiwa, Wonder; Matope, Nogget; Moyo, Annah
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.69

Abstract

This study explored social exclusion challenges experienced by female secondary school learners with dwarfism in Bindura district, Mashonaland Central province, Zimbabwe. The qualitative study used a case study research design. The study's participants were two learners with dwarfism, two administrators, four teachers, and 12 learners (who are not dwarves but attend classes with the learners with dwarfism). The participants were purposively selected because of their experiences with the phenomenon under study. Data were collected through in-depth interviews and focus group discussions. Findings revealed that learners with dwarfism have problems that begin as a result of their small stature, socially constructed as a disability by society. Other challenges include inappropriate infrastructure and furniture, stigmatization, and segregation in sporting activities. However, female learners with dwarfism face peculiar challenges because of their gender. These challenges include sexual harassment and the burden of stereotyped feminine chores in the school. The findings revealed that gender and disability remain exclusionary, and oppressive systems that affect the schooling experiences of female learners with dwarfism disproportionately. The study recommends that schools adopt an inclusive education policy that addresses issues of exclusion based on gender and disability.

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