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Teaching, Learning, and Development
Published by PT. Education and Development Research
ISSN : -     EISSN : 29882834     DOI : https://doi.org/10.62672/telad
Core Subject : Education,
Education
Teaching, Learning, and Development provides a platform for the discussion of teaching, learning, and development at any level. Journal invites articles on the broad range of settings in which people teach, learn and develop.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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Search results for , issue "Vol. 4 No. 2 (2026)" : 10 Documents clear
Developing Folktale-Based Student Worksheets to Improve Junior High School Students’ Collaboration Skills Nafi’ah, Zahrotun; Utomo, Yudhi; Fatmawati, Denny
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.111

Abstract

Collaboration skills are an important part of 21st century learning that needs to be developed in teaching and learning activities. However, the results of observations and interviews with teachers at one of junior high school student in Malang, Indonesia showed that science learning has not fully facilitated optimal student collaboration. One alternative solution that can be done is through the development of student worksheets based on local folklore that is contextual and encourages group cooperation. This study aims to develop student worksheets based on the folklore "Sumber Wendit", which is feasible and practical to use in science learning on food chain materials. The study used the Research and Development (R and D) method of the Borg and Gall model, which was modified and implemented until the product revision stage. The validation test was carried out by one expert validator, while the readability and practicality tests each involved 25 students and one science teacher. The results showed that the student worksheets were in the very feasible category in terms of content, language, presentation, and appearance. This student worksheets were also considered easy to understand by students and helped them work together in understanding the concept of the ecosystem meaningfully. Thus, this student worksheets is declared valid, practical, and has the potential to support strengthening collaboration in science learning.
Synchronous E-Learning for Effective Instructional Delivery as Perceived by Lecturers and Students of Adeyemi Federal University of Education, Ondo, Nigeria Owolabi, Boludola Gbemisola; Akingbulu, Samson Pariola; Akinnusi, Ayorinde Emola
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.129

Abstract

The study investigated the perception of lecturers and students on synchronous e-learning in Adeyemi Federal University of Education, Ondo. The sample size is 300 which comprised two hundred and fifty-nine (259) undergraduates and forty-one (41) lecturers. which was randomly selected. The research design to be adopted is descriptive survey. The instrument employed is questionnaire containing items on synchronous e-learning. The face and content validity was ascertained by giving the instrument to three experts in the fields of Educational Psychology and Counselling as well as test and measurement while reliability coefficient was established using Cronbach alpha. Frequency distribution, bar chart, mean, t-test and Analysis of Variance (ANOVA) were the statistical tools used for data analysis. A research question was raised, and two hypotheses were generated to guide the conduct of the study.  The findings revealed that there was no significant difference in the perception of students on synchronous e-learning based on gender; there was no significant difference in the perception of lecturers and students towards synchronous e-learning etc. Based on the findings, the   recommendations made were that there should be in-service training for teachers on the effective use of synchronous e-learning for instructional delivery; students should be enlightened on the proper involvement in synchronous e-learning; the school authority should support the Management Information System (MIS) unit to make the school community ICT-inclined for both the lecturers and students so as to encourage synchronous e-learning and other forms of e-learning for teaching-learning process etc.
Artificial Intelligence as a Catalyst for Transforming School Leadership Practices Egwu, Joyce Uche; Osegbue, Gloria Chineze
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.140

Abstract

  Modern school administration faces growing demands for efficiency, data-driven decision-making, inclusive leadership, and continuous improvement in learning outcomes. However, many school leaders continue to rely on traditional, manual practices that limit timely insights and create inefficiencies in planning, monitoring, staffing, and communication, particularly in resource-constrained systems. This study employed a descriptive survey design to examine the use of artificial intelligence (AI) in school leadership. The sample comprised 60 school leaders from public tertiary institutions in Anambra State, purposively selected to represent different levels of experience (22 males and 38 females). Data were collected using a structured online questionnaire administered via Google Survey, covering AI utilization, its influence on decision-making, barriers to adoption, and its role in leadership transformation. Findings indicated that AI was moderately to highly utilized, primarily for communication and administrative tasks. The impact of AI on decision-making was moderate, particularly in enhancing reliance on data-based information and reducing error. Major barriers to adoption included limited training, inadequate funding, technical challenges, and staff resistance. AI was perceived as a driver of organizational change, especially in improving operational efficiency and leadership practices. ANOVA results revealed a statistically significant effect of AI on decision-making and organizational change (p < 0.05), while prior AI usage and perceived difficulties were not statistically significant (p > 0.05). The study concludes that AI holds strong potential to transform school leadership and emphasizes the need for capacity building, technological investment, and ethical guidelines to support effective AI integration in education.
The Implication of Drug Abuse Among Youths Anieto, Ogochukwu Nwamaka
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.141

Abstract

This study explores the implications of drug abuse among youths, examining its social, health, economic, and legal dimensions. The research highlights commonly abused substances and identifies key causes, including peer pressure, family environment, social media influence, and mental health factors. Socially, drug abuse disrupts family dynamics, damages peer relationships, increases crime and violence, and places a strain on public resources such as healthcare and law enforcement. Health implications encompass significant physical and mental health effects, including organ damage, risk of overdose, cognitive decline, depression, and co-occurring disorders. Economically, drug abuse burdens healthcare systems, leads to productivity losses, and creates long-term financial challenges for families and society. Legally, it results in drug-related crimes and severe consequences for youth offenders, impacting their future prospects. Effective preventive measures are discussed, including educational programs, the role of schools and community organizations, parental involvement, mental health interventions, and government policies. The study also covers treatment and rehabilitation strategies, emphasizing the importance of comprehensive support systems and long-term recovery efforts. This research upheld the need for a coordinated approach to address the complexities of youth drug abuse and foster effective solutions.
Dialect Leveling and Koine Formation Among Urban Igbo Speakers: A Socio-Phonetic Investigation Ndibe, Princess Ngozi; Chika, Anaekwe Rita
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.142

Abstract

This paper examines dialect leveling and koine formation among urban Igbo speakers from a socio-phonetic perspective. Drawing on theories of dialect contact and koineisation, as well as descriptive studies of Igbo dialectal diversity, the research investigates patterns of convergence, retention, and innovation in urban Igbo speech. A mixed-methods socio-phonetic design was employed, combining sociolinguistic interviews, reading tasks, and perception tests with acoustic analysis and quantitative variationist methods. The study was conducted in Onitsha, Enugu, and Awka and involved 120 stratified participants, focusing on variation in vowel quality, consonant realization, and tonal patterns. Findings reveal systematic phonetic changes, including vowel centralisation, consonant reduction, and tonal simplification, which collectively contribute to the emergence of an urban Igbo koine. These changes are strongly associated with social factors such as age, mobility, prestige orientation, media exposure, education, and social networks. The results suggest that rapid internal migration, intermarriage, and sustained contact in major commercial and administrative centers have accelerated dialect leveling, resulting in reduced variation and increased convergence across speakers. The emerging koine is perceptually linked to prominent urban hubs, particularly Onitsha and Enugu. The paper discusses the methodological framework, empirical findings, and social conditioning of phonetic change, and concludes by outlining implications for Igbo language policy, standardization, and future socio-phonetic research.
Adaptive Help Seeking Related to Academic Resilience of Final Year College Student with Special Needs Prakosha, Donni; Sunardi, Sunardi; Sugini, Sugini; Anwar, Mohammad; Martika, Tias; Martha, Vania; Afiliana, Ersya
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.133

Abstract

This paper aims to describe and understand the essence of the lived experiences of final-year college students with special needs regarding their adaptive help-seeking and academic resilience. The research approach used is a qualitative study involving students with various types of disabilities. Purposive sampling of 9 student were selected for the semi-structured interviews. Cassidy’s Academic Resilience Scale (ARS) was used as the interview guided. Data triangulation was used throughout the research to ensure integrated analysis. The result shows that participants described their parents as sources of emotional reassurance and moral encouragement. Besides, the theme of Peer Support reveals that the respondent has a mature strategy for maintaining their mental well-being. This study demonstrates that both parental and peer support are essential resources in sustaining the academic resilience of final year students with disabilities. While parental support was identified as the primary motivator, providing a strong foundation of care, encouragement, and responsibility, peer support emerged as equally vital in maintaining on going motivation and well-being.
Generation Z Students' Perceptions of Asynchronous and Synchronous Learning: A Systematic Literature Review Machawan, Arsyl Elensyah Rhema; Freda, Azizia
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.134

Abstract

The COVID-19 pandemic has accelerated a major transformation in education, shifting from traditional face-to-face instruction to technology-based online learning. This systematic literature review analyzes Generation Z students' perceptions (born 1997-2012) of asynchronous and synchronous learning in higher education. Following the PRISMA protocol, we identified 487 studies from eight academic databases, with 24 studies meeting our inclusion criteria after systematic screening. Analysis using the Community of Inquiry framework reveals that 92% of studies (n=22) report Gen Z students highly value the flexibility of asynchronous learning. However, 83% of studies (n=20) identify challenges in social presence and self-regulation. Synchronous learning excels in facilitating immediate feedback (reported in 88% of studies, n=21) and social presence (79% of studies, n=19), but faces constraints in flexibility and Zoom fatigue. Uniquely, 75% of studies (n=18) found that Gen Z shows a strong preference for blended approaches featuring micro-learning segments (7-10 minutes), immediate automated feedback, and visually rich content. These findings provide specific practical implications for designing learning experiences responsive to Gen Z characteristics.
Peer Support as a Strategic Lever for Addressing Indonesia's Higher Education Completion Crisis Qolbi, Hanifah Qonita Mutmainnatul; Mirawati, Ira; El Karimah, Kismiyati
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.137

Abstract

Indonesia faces a critical higher education completion crisis, with only 28.7% of students graduating on time, a stark contrast to the OECD average of 68%. This challenge is intensified by a recent policy reducing the maximum study period to five years. While institutional responses have predominantly focused on top-down, resource-intensive infrastructure, a fundamental resource remains critically underutilized: structured peer support. This commentary argues that peer support is not a peripheral activity but a central, cost-effective strategic lever for improving graduation rates. Grounded in House's (1981) Social Support Theory and informed by contemporary evidence from educational psychology, neurobiology, and digital culture, this paper bridges global best practices with the Indonesian context. Critically, we identify a specific gap in the literature: while the efficacy of peer support is globally recognized, there is a lack of a culturally-adapted framework that systematically integrates Indonesia's collectivist values (gotong royong) with the digitally-native behaviors of Gen Z students. By analyzing the four dimensions of missing support emotional, instrumental, informational, and appraisal this article highlights the unique alignment between peer support mechanisms and Indonesia's socio-cultural landscape. It concludes with actionable policy recommendations for institutions, national policymakers, and student organizations to leverage this scalable solution to transform the nation's higher education landscape.
Insecurity and School Environment as predictors of Psychological Behaviour of Students in Tertiary Institutions in South East Nigeria Enwere, Chinwe Augustina
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.144

Abstract

In recent years, insecurity has emerged as a significant challenge in tertiary institutions across South East Nigeria, negatively affecting students’ academic performance, psychological well-being, and overall campus experience. Reports of kidnapping, cult activities, armed robbery, and inadequate security measures have heightened students’ fear and anxiety, leading to emotional stress, reduced concentration, and withdrawal from social and academic activities. The study employed a descriptive survey design. A multi-stage sampling technique produced a sample of 3,000 students (1,812 males and 1,188 females). Data were collected using a validated structured questionnaire covering demographics, insecurity experiences, psychological behaviour, and school environment. Responses were measured on a four-point Likert scale. Data analysis involved frequencies, percentages, means, and standard deviations. Gender comparisons were conducted using group statistics, while bootstrap analysis with 1,000 resamples ensured robust estimates and confidence intervals. Results show that students experienced a moderate to high level of insecurity, with notable gender differences. Female students consistently reported higher insecurity than males in key areas such as fear of kidnapping (Male: M = 1.61; Female: M = 3.22), terrorism threats (Male: M = 1.81; Female: M = 3.09), and community insecurity affecting academic focus (Male: M = 1.52; Female: M = 2.81). Both genders reported high insecurity related to cult activities (Male: M = 3.42; Female: M = 3.54), night-time movement on campus (Male: M = 3.05; Female: M = 3.32), and inadequate security patrols (Male: M = 3.32; Female: M = 3.19), indicating widespread insecurity across tertiary institutions. The study concluded that enhancing campus security and fostering supportive school environments are vital for safeguarding students’ psychological well-being and improving academic focus.
Relative Effects of Practical and Project Based Learning on Students’ Interest in Biology in Aguata Education Zone Enebechi, Regina Ijeamasi; Ezenwafor, Chiamaka Elizabeth
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.145

Abstract

The study investigated effects of practical and project based learning on students’ interest in Biology in Aguata Education zone of Anambra State, Nigeria. Two research questions and three hypotheses guided the study and relevant literatures were also reviewed. The study adopted quasi-experimental design. The population of the study comprised of 1098 SS 2 Biology students. The sample consisted of 105 SS2 students (57 males and 48 females). The sample was obtained using multi-stage sampling procedure. Academic Interest Scale for Adolescent adapted from Luo et al (2019) was used as instruments for data collection. The instrument was subjected to face and content validation. AISA reliability was established using Cronbach alpha and reliability coefficient yielded 0.74. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that students in the practical based learning group developed better interest than those taught the same Biology concept using project based learning. The study also observed that female students developed better interest than their male counterpart in the use of practical based learning in the Biology concepts taught. From the findings it was concluded that practical based learning boosts interest in Biology subject. Also, gender differences are nuanced, but no significant in gender instruction interactions. From the conclusions, implication was that stake holders should advocate for universal, equitable and varied instructional strategies.

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