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
48 Documents
<![CDATA[Accessibility of assistive technologies among primary school learners with visual impairments in Tanzania ]]>
<![CDATA[John, Bahati Karusha]]>;
<![CDATA[Stackus, Okwaput]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56773/ejer.v3i2.71
<![CDATA[This study examined the accessibility of Assistive Technologies (ATs) for Learners with Visual Impairments (LwVI) in primary schools in Tanzania. The primary aim was to scrutinize the availability of both high-tech and low-tech ATs, as well as the enabling infrastructure used to enhance the use of ATs in teaching and learning for LwVI. This study employed an exploratory case design within a qualitative approach, in which data were collected through observations and semi-structured interviews and analyzed using thematic data analysis procedures. Data was gathered from five teachers, the Deputy Head Teacher, five LwVI from one primary school, and the District Special Needs Education Officer in the district where the school is located. The study revealed that despite government efforts to promote equitable quality education within an inclusive framework, LwVI in primary schools remain marginalized due to the inadequacy of both low-tech and high-tech ATs, as well as insufficient enabling infrastructure necessary to support their use. This finding is inconsistent with the modern world's emphasis on digitizing education, particularly in ensuring equitable quality education for persons with disabilities. Therefore, a comprehensive approach is needed, including earmarking resources for AT procurement, fostering robust partnerships among stakeholders—including the government and non-governmental organizations—for the acquisition and maintenance of ATs, and upgrading the enabling infrastructure to support their sustainable use. Additionally, there is a need to develop a comprehensive framework for evaluating AT availability and a database for tracking the resources available in schools. These two components should inform policymaking practices and stakeholder decisions.]]>
<![CDATA[Inclusive assessment practices and their application in the inclusion of students with visual impairment in higher education in Tanzania ]]>
<![CDATA[Lawi , Chiza]]>;
<![CDATA[Muzata, Kenneth Kapalu]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56773/ejer.v3i2.70
<![CDATA[The agenda for inclusive education cannot be fully realised if inclusive assessment is ignored by education systems and its practitioners. This was a qualitative study that investigated the inclusive assessment practices employed for Students with Visual Impairment (SwVI) in one selected Tanzanian higher education institution. Using an intrinsic case study design, the study answered two main research questions on what assessment practices were used when assessing SwVI and how the assessment practices were applied. Twenty participants (20) were purposively sampled to participate in interviews, and focus group discussions. Thematic analysis was used to make sense of the data. The findings revealed that there was adequate effort made by the higher education institution under study to use a variety of assessment methods to meet the needs of SwVI. Despite these efforts, students encountered a number of challenges in the application of some assessment practices. Among the main challenges was the failure of some students to read braille grade 2 and the lack of skills to use technological devices such as computers in assessment, even though computers were available. The university management should organise training programmes for SwVI in braille grade 2 and on how to use computers in assessment.]]>
<![CDATA[Efficacy of periodic students’ instructor evaluation to enhance lecturer’s performance: A content analysis ]]>
<![CDATA[Muchemwa, Stella]]>;
<![CDATA[Dhiwayo, Alice]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56773/ejer.v3i2.72
<![CDATA[Systematic collection and analysis of data from students on lecturer’s endeavours in the instruction process is one of the crucial ways of getting feedback on lecturer’s performance. This study underscores the critical aspect of utilizing student feedback as a valuable tool for improving instructional practices and enhancing higher education pedagogical experiences for both educators and students. It focuses on the effectiveness of Periodic Students’ Instructor Evaluation (PSIE) at university level aiming at identifying common themes and areas for improvement. Using the content analysis methodology, the study utilized relevant secondary data sourced from Google web search engine for the period 2018 to 2024. Findings showed that PSIE insights are influential assessment of lecturer’s teaching effectiveness and is an important source of information to the lecturers and the administrators and it enhances quality and programme improvement. Furthermore, PSIE encourages the students’ voice and active participation in university affairs through confidential participation, thereby ensuring that the students’ experiences are fore grounded at the university learning and teaching interface. This meaningful input from students can be critical in the success of such teaching evaluation systems. The researchers also realized that PSIE should be coupled with discussions and consultations of the feedback receivers in order to maximise its utility. Researchers concluded that PSIE is not a witch-hunting exercise but, when properly done, it becomes an important tool with positive impact. This study recommends feedback survey tools that can be tailored to the specific pedagogical approaches and university learning outcomes.]]>
<![CDATA[An assessment of in-service teachers’ confidence and challenges of integrating technology in Tanzanian secondary schools ]]>
<![CDATA[Loisulie, Paul]]>;
<![CDATA[Kondo, Tabu S.]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56773/ejer.v3i2.64
<![CDATA[The integration of technology in education has become a global priority, with the potential to enhance teaching and learning outcomes. In Tanzania, efforts have been made to incorporate digital tools into secondary education to enhance instructional effectiveness. However, the successful adoption of technology largely depends on teachers’ confidence and their ability to overcome various challenges. This study assesses Tanzanian secondary school teachers’ confidence in using technology and the challenges they face in its integration. Using an online survey design, data were collected from teachers across different regions. Two hundred and three (N=203) in-service teachers responded to the online survey in which 80% are male. The findings indicate that prior to the intervention, 49.3% of respondents rated their ICT skills as "Average," a figure that dramatically decreased to 4% after the intervention. The findings also indicate a strong likelihood that teachers are prepared to apply Technological, Pedagogical and Content Knowledge (TPACK) principles in their teaching practices, with mean scores across various TPACK areas exceeding 4.0. Despite these positive outcomes regarding confidence to implement TPACK principles; inadequate technology infrastructure, limited technological knowledge, resistance to adopting new technologies, difficulties in aligning technological tools with their content knowledge and pedagogical strategies, and language barriers are among the challenges of applying TPACK in the classroom. By fostering an environment that supports continuous learning and adaptation among educators, Tanzania can better equip its teachers to navigate the challenges associated with effectively implementing TPACK in their classrooms.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
