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International Journal of Educational Qualitative Quantitative Research
Published by Qualitative and Quantitative Research Center
ISSN : -     EISSN : 29629918     DOI : https://doi.org/10.58418/ijeqqr.v3i1.58
Core Subject : Education,
Education Other
International Journal of Educational Qualitative Quantitative Research (IJE-QQR) is an internationally recognized journal in the field of education. The aim of this journal is to publish high quality studies in the areas of learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults in particular qualitative and quantitative methods.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 62 Documents
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Enhancing Emergent Literacy Skills via Interactive Storytelling: Insights into Early Vocabulary Acquisition Salma Dyday; Abdul Muiz Rouf; Cucu Sopiah
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.234

Abstract

Traditional early literacy instruction often relies on decontextualized letter drilling, failing to foster integrated decoding and semantic comprehension. This study investigated the impact of a scaffolded interactive storytelling intervention on enhancing preschoolers' emergent literacy skills and early vocabulary acquisition. Grounded in a design-based practitioner inquiry framework, the intervention was implemented across two sequential phases with 13 preschoolers aged 5 to 6 years (M = 5.4, SD = 0.38). Data were gathered using a validated observation rubric (CVI = 0.92; k = 0.84) assessing grapheme-phoneme identification, word-picture association, and contextual word comprehension. Wilcoxon Signed-Rank Tests revealed a statistically significant improvement in overall emergent literacy performance from baseline (M = 1.92, SD = 0.81) to Phase II (M = 3.08, SD = 0.86; Z = -3.18, p < 0.001), yielding a large cumulative effect size (r = 0.88). Qualitative classroom observations confirmed a behavioral shift from passive memorization to active dialogic engagement, self-correction, and communicative confidence. Synthesizing Dual Coding Theory and Vygotsky’s Social Constructivism, these findings demonstrate that combining multimodal storybooks with dialogic questioning activates dual verbal and non-verbal cognitive channels, bridging orthographic decoding with semantic mapping. This study provides a theoretically sound, scalable model for reforming early childhood literacy curricula toward interactive, narrative-driven practices.
Transforming Early Childhood Classroom Engagement: An Interactive Cooking Class Approach to Foster Fine Motor and Collaborative Competencies Sri Wahyuni; Aip Syarifudin; Rina Hizriyani
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.235

Abstract

Passive, worksheet-based instructional routines in early childhood education often restrict sensory-motor exploration and peer interaction, leading to diminished classroom engagement. To address this challenge, this study investigated how an interactive culinary pedagogy transforms behavioral, emotional, and social engagement while fostering fine motor precision and collaborative competencies among preschoolers aged 5–6 years (N = 10). Employing a mixed-methods action research case study design, data were gathered across baseline, Cycle I, and Cycle II observations using validated rubrics evaluated by two independent observers (k ≥ 0.83). Quantitative scores were analyzed using the Wilcoxon signed-rank test and rank-biserial effect sizes, complemented by reflexive thematic analysis of qualitative field notes and video recordings. Results demonstrated statistically significant improvements across all constructs (p < 0.005, r ≥ 0.88). Overall engagement rose from a baseline mean of M = 1.85 (SD = 0.32) to M = 3.70 (SD = 0.21) in Cycle II (Z = -2.82). Fine motor precision advanced from M = 1.60 (SD = 0.28) to M = 3.60 (SD = 0.23) (Z = -2.82), characterized by mature pincer grasps and enhanced hand-eye coordination. Collaborative competencies similarly evolved from parallel play to synchronized group problem-solving (M = 1.45 to M = 3.50, Z = -2.81). As a key theoretical and practical contribution, this study validates an integrated framework of embodied sensory-motor collaboration, establishing culinary pedagogy as a viable dual-targeted intervention that bridges physical manipulation with socio-emotional development in early childhood settings.

Page 7 of 7 | Total Record : 62

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