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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 71 Documents
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Classroom management practices of teachers in Laperian Elementary School: Basis for an enhanced intervention program Jackie Lyn T. Tutor; Nimfa G. Siaton; Rhean Dee C. Ecoy; Shemma Mae A. Marianito; Ma. Jenesa D. Ano-os
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): Inclusive and Contextual Innovations for Sustainable Educational Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.109

Abstract

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.
Effectiveness and functionality of small group reading instruction for at-risks learners: A convergent parallel study Rizalina P. Costales
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): Inclusive and Contextual Innovations for Sustainable Educational Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.113

Abstract

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.
The impact of digital learning technologies on students’ interest in mathematics: A systematic literature review Muhammad Farel Wilenthino; Fiki Alghadari; Ade Kumalasari
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): Inclusive and Contextual Innovations for Sustainable Educational Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.114

Abstract

Learning interest is a crucial psychological factor influencing students’ achievement in mathematics. However, numerous studies indicate that students’ interest in mathematics remains relatively low. The integration of digital technology in instruction has been widely explored as an alternative strategy to enhance learning interest, although previous studies have reported mixed findings. This study aims to synthesize previous research examining the effect of digital media and learning applications on students’ interest in mathematics. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines. Obtained 165 articles published and indexed by google scholar and then selected based on the keyword “interest in learning mathematics and digital technology”. The selection process resulted in 18 eligible articles published between 2020-2026, where the search was conducted in February 2026. The findings reveal that digital technology consistently has a positive impact on students’ learning interest, particularly in terms of attraction, enjoyment, and active engagement. Game-based media and interactive applications demonstrate the most significant effects. These findings imply that the integration of well-designed digital learning technologies can be an effective strategy for fostering students’ interest in mathematics, especially if supported by proper pedagogical planning and an interactive learning environment at every level of education. Nevertheless, most studies present methodological limitations and lack long-term impact evaluation.
Graduate perceptions of relevance, employability, and curriculum-industry alignment in Namibian TVET centres Lukas Homateni Julius; Mirjam Sheyapo; Victoria T. Hasheela-Mufeti
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.110

Abstract

Namibia's Technical and Vocational Education and Training (TVET) sector is central to national efforts to address youth unemployment, currently estimated at 44.4% among 15–34-year-olds, and to align skills development with the African Union's call for demand-driven training. Yet Namibian evidence on how TVET graduates themselves experience this alignment remains scarce. This study investigates how graduates of Namibian Vocational Training Centres (VTCs) perceive their programme's effectiveness—satisfaction, employability, and perceived skills gained—and how well its curriculum has kept pace with changing industry and technological demands. A convergent parallel mixed-methods design was used, with 20 graduates completing a single online survey combining closed- and open-ended items, analysed through descriptive statistics and thematic analysis and integrated via a joint-display approach. Graduates rated instructor knowledge and programme relevance favourably, and identified practical, hands-on lessons as the most valuable programme component. However, only 35% were employed in their trained field, and graduates independently identified the same gaps found in the regional literature: limited business and entrepreneurship content, weak internship support, and facilities that lag industry standards. These findings, though drawn from a small, non-probability sample, converge with wider SADC-region evidence and point to curriculum-industry linkage, not teaching quality alone, as the priority for strengthening TVET's contribution to graduate employability in Namibia.
AI as learning scaffold or crutch? Secondary students’ experiences in English language learning through Vygotsky’s ZPD lens Mahadev Devkota; Nabaraj Neupane
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.115

Abstract

The integration of Artificial Intelligence (AI) into English language learning marks a significant pedagogical shift, yet its implications for secondary-level learners in resource-constrained contexts remain underexplored. This study examines how secondary students in semi-urban Nepal perceive AI tools—ChatGPT, Google Translate, Deep Seek, and Gemini—through the lens of Vygotsky's Zone of Proximal Development (ZPD), asking whether AI functions as a scaffold that enhances linguistic competence or a crutch that erodes autonomy. Using a phenomenological design, data were collected from twenty-three purposively selected students through semi-structured interviews, analyzed via Braun and Clarke's thematic analysis. Findings reveal a dual role: AI extended students' capacities within the ZPD through instant feedback, corrective support, and confidence-building, yet simultaneously fostered dependency, superficial engagement, and academic dishonesty when used without guidance. Students navigated this tension by critically evaluating AI outputs, adapting them to local context, and relying on teacher mediation to ensure ethical use. Persistent infrastructural inequality further constrained equitable engagement across participants. The study underscores teachers' indispensable mediating role in transforming AI from a shortcut into a genuine scaffold, and calls for structured AI literacy, teacher training, and equity-oriented policy to support responsible integration in under-resourced English language classrooms.
The impact of wasta beliefs on academic motivation and fairness Raed Atef
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.116

Abstract

This study examines how belief in wasta. the use of personal connections, affects students’ motivation, achievement orientation, and perceptions of fairness in higher education across Oman, Algeria, Jordan, and Palestine. It also investigates the social and media influences that shape these beliefs and considers how informal practices may weaken merit-based principles, thereby influencing student engagement, learning outcomes, and trust in academic institutions. Using a cross-sectional survey of 650 students, the study measured belief in wasta, intrinsic motivation, achievement orientation, perceived academic fairness, and exposure to social and media influences. Data were analyzed through descriptive statistics, correlations, t-tests, ANOVAs, regression, and MANOVA to test multiple hypotheses, guided by Self-Determination Theory (SDT), Justice Theory, and Institutional Theory. The findings reveal that belief in wasta is widespread and consistently associated with lower intrinsic motivation, reduced achievement orientation, weaker perceptions of fairness, and diminished expected academic performance. Although country context slightly moderated these relationships, the overall pattern remained stable across all settings. Family, peers, and social media were identified as key contributors to the reinforcement of wasta beliefs. The results suggest that informal social norms can undermine merit-based systems, ultimately reducing motivation, effort, and institutional trust. However, limitations such as self-reported data, a cross-sectional design, and limited measurement of fairness suggest caution in generalizing the findings. The study recommends that universities promote transparency, strengthen awareness programs, and implement mentorship and cultural interventions to reduce reliance on informal networks.
Peer buddy system, task engagement, and academic performance in learners with SEN: A PLS-SEM analysis Mark Ian R. Veras
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.117

Abstract

While peer buddy systems are widely used in inclusive classrooms, the mechanisms by which they affect academic outcomes remain untested. This study examined whether task engagement mediates the relationship between a peer buddy system intervention and academic performance among Grade 1 learners with special educational needs. Conducted across 28 public elementary schools in Sison District, Pangasinan II, Philippines, the study employed a true experimental pretest-posttest control group design with cluster randomization, using PLS-SEM for mediation analysis. Fourteen schools (56 learners) were assigned to the experimental group (six-week peer buddy system intervention) and 14 schools (56 learners) to the control group (usual instruction). Task engagement was measured using a 9-item pictorial scale; academic performance assessed letter recognition, counting, and following oral directions. Independent samples t-tests revealed that the experimental group demonstrated significantly higher posttest task engagement and academic performance than the control group (p-value<0.001), with large effect sizes. Paired t-tests showed the experimental group had significant gains in both engagement and performance (p-value<0.001), while the control group showed smaller but significant gains. PLS-SEM mediation analysis with 5000 bootstrapped resamples demonstrated that task engagement significantly mediated the intervention–performance relationship, accounting for 49.5% of the total effect. The peer buddy system improves academic outcomes primarily by increasing task engagement, offering a feasible, low-intensity intervention for under-resourced inclusive classrooms.
Preferred technological learning packages: A new intervention in physics instructional delivery Amos Ochayi Onojah; Omotayo Olabo Obielodan; Esther Ore Omosewo; Olufemi Victor Adeoluwa; Adenike Aderogba Onojah
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.120

Abstract

Educational technology continues to reshape instructional delivery, yet whether secondary students meaningfully benefit from choosing their own delivery medium remains underexamined. This study introduces Preferred Technological Learning Packages—a construct synthesizing Self-Regulated Learning, the Technology Acceptance Model, and Personal Learning Environment principles—and examines physics students' format preferences and perceived academic impact. Using a descriptive survey design, data were collected from a purposive sample of 37 secondary school physics students in Ilorin, Kwara State, Nigeria, who were given four-week autonomous access to Audio, PowerPoint, Video, and Conventional Lecture formats covering Mechanics and Wave equations. Results show the Video Package was most preferred (35.2%), followed by PowerPoint (29.7%) and Audio (13.5%), with 78.4% of students favoring a digital format overall. A 13-item perceived-impact scale (α=0.81) yielded a grand mean of 3.44, exceeding the 2.50 benchmark, with the strongest agreement on cognitive-processing items (exam preparation, reduced malpractice risk) and social-constructivist items (autonomy, skill acquisition). Findings reflect favorable student perceptions. Secondary schools with adequate infrastructure may benefit from offering parallel digital pathways alongside conventional instruction.
Ethnomathematics based realistic mathematics education: Systematic review of learning design, affective responses, and technology integration Zahwa Ramadhiah; Duano Sapta Nusantara; Rohati Rohati
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.122

Abstract

This systematic literature review examines the integration of ethnomathematics with Realistic Mathematics Education (RME) in mathematics learning. Analyzing 29 peer-reviewed articles from Scopus, ERIC, and Science Direct databases (2021–2025), this study addresses three research questions: (1) how RME-based learning trajectory designs utilizing ethnomathematics contexts enhance students’ conceptual understanding across specific mathematics topics; (2) what are students’ affective responses and motivational patterns when engaging with culturally integrated mathematics learning; and (3) how effective and practical are technology-based learning media in supporting ethnomathematics-RME implementation. Findings reveal that learning trajectories integrating local cultural contexts—including traditional dances, shadow puppetry, indigenous number systems, and vernacular architecture—effectively facilitate students’ transition from informal to formal mathematical thinking, thereby strengthening conceptual understanding across geometry, algebra, integer operations, set theory, transformations, and probability. In one of the reviewed studies, approximately 76% of students demonstrated highly positive responses to culturally grounded learning, with intrinsic motivation deeply tied to cultural identity recognition. Technology-based media (Solar2D, GeoGebra, virtual exhibitions) achieved high validity (87–91%), strong practicality (83–84.97%), and substantial effectiveness (N-Gain 0.77; HOTS improvement from 60% to 79%). These findings provide important implications for educators, curriculum designers, and policymakers seeking culturally responsive mathematics curricula that preserve indigenous knowledge while enhancing mathematical literacy and higher-order thinking skills.
Parents' experiences raising children with autism spectrum disorder in Kitwe and Ndola, Zambia: An ecological perspective Munshya Mushingwa; Kenneth Kapalu Muzata
Eureka: Journal of Educational Research Vol. 5 No. 1 (2026): Inclusive, Contextual, and Innovative Approaches to Transforming Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v5i1.125

Abstract

Parents raising children with Autism Spectrum Disorder (ASD) face substantial emotional, social, and economic challenges, particularly in low-resource settings where awareness and support services remain limited. This study explored the lived experiences of parents raising children with ASD in Kitwe and Ndola districts, Zambia. A hermeneutic phenomenological design, situated within an interpretivist paradigm, guided data collection through in-depth semi-structured interviews with twelve parents of children diagnosed with ASD. Data were analyzed using Reflexive Thematic Analysis, which generated six interrelated themes: emotional shock and psychological distress, physical exhaustion, social isolation and stigmatization, family strain, financial burden, and lifestyle disruption accompanied by adaptive resilience. Parents described initial denial, persistent anxiety, and physical depletion from constant supervision, alongside withdrawal from community and religious life due to stigma. Financial strain arose from therapy costs and reduced household income, while family relationships were affected by sibling neglect and tension. Despite these hardships, parents demonstrated resilience, prioritizing life-skills training to foster their children's independence. Findings were interpreted through Bronfenbrenner's Ecological Systems Theory, revealing how family, institutional, and cultural systems jointly shape parental experience. The study recommends expanded community awareness, parent support groups, improved diagnostic and therapeutic access, family counselling, and strengthened government and community-based support systems.

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