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[Classroom management practices of teachers in Laperian Elementary School: Basis for an enhanced intervention program ]]>
<![CDATA[Tutor, Jackie Lyn T.]]>;
<![CDATA[Siaton, Nimfa G.]]>;
<![CDATA[Ecoy, Rhean Dee C.]]>;
<![CDATA[Marianito, Shemma Mae A.]]>;
<![CDATA[Ano-os, Ma. Jenesa D.]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): Inclusive and Contextual Innovations for Sustainable Educational Practices ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v4i2.109
<![CDATA[In elementary education, creating classroom management is essential because it helps young learners to have the structure, guidance, and engagement that they need in order to learn. This study focused on classroom management practices of all 30 elementary teachers at Laperian Elementary School in Tukuran, Zamboanga del Sur for School Year 2024-2025. This newly conducted study used a descriptive-correlational research design with the total population sample technique, and the 40 item validated structured questionnaire covers four domains: classroom organization, behavior management, instructional management and teacher-student relationships. Data were collected by means of paper-based questionnaires and analyzed by descriptive statistics (mean & standard deviation) and Pearson Product-Moment Correlation. Qualitative data was coded using thematic analysis, for open-ended responses. Findings indicated an overall high level of classroom management practice (M=4.30, SD=0.43). Teachers rated teacher-student relationships the highest (M=4.45, Very High) and instructional management the lowest (M=4.15, High) among the four domains. Classroom management practices were positively and significantly correlated with number of years of teaching experience (r=0.52, p=0.003) and attended trainings respectively (r=0.61, p=0.001). Qualitative results underscored the value of building rapport, difficulties in differentiating for diverse learners within multigrade classes, and significant demand for ongoing professional development. From these findings, an improved intervention program is recommended, promoting instruction management by differentiated and adaptable teaching methods as well continuing of contextualized on professional development interventions for the rural elementary teachers.]]>
<![CDATA[Effectiveness and functionality of small group reading instruction for at-risks learners: A convergent parallel study ]]>
<![CDATA[Costales, Rizalina P.]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): Inclusive and Contextual Innovations for Sustainable Educational Practices ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v4i2.113
<![CDATA[This mixed-methods convergent parallel study examined the effectiveness and functionality of small group reading instruction for 120 at-risk Grade 2 learners across 12 public elementary schools in Bauang North District, Philippines. Quantitative findings revealed statistically significant improvements (p<0.001) across all reading components following the intervention, with large effect sizes for word recognition (d=1.17) and reading comprehension (d=1.09), and a moderate-to-large effect for reading fluency (d=0.93). Qualitative analysis of teacher interviews (n=12) identified three key themes regarding functionality: reconfiguring participation from passive to tentative engagement, instruction as diagnostic practice enabling targeted support, and functionality as negotiated practice requiring continuous adaptation to time constraints, classroom management demands, and resource limitations. Challenges included insufficient instructional time, managing multiple groups simultaneously, lack of leveled reading materials, and navigating learner diversity. The convergence of findings demonstrates that small group reading instruction is both effective in improving reading proficiency and conditionally functional within real-world classroom contexts. However, effectiveness is not inherent to the strategy alone but emerges through teacher agency, contextual adaptation, and the negotiation of structural constraints. The study advances a dual-dimension framework emphasizing that instructional interventions must be understood not only in terms of measurable outcomes but also through their practical enactment, with implications for theory, policy, and practice in resource-constrained educational settings.]]>
