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Journal of Research in Education and Pedagogy
Published by Scientia Publica Media
ISSN : 30476410     EISSN : 30477131     DOI : https://doi.org/10.70232/jrep.v1i2
Core Subject : Education, Social,
Education Social Sciences
The Journal of Research in Education and Pedagogy (JREP) is an international, double-blind peer-reviewed, open-access journal published by Scientia Publica Media. The journal is published four times a year in February, May, August, and November. It publishes original papers, reviews, and case studies that reflect the latest research and developments in both theoretical and practical aspects of education and pedagogy. JREP covers all levels of education, from early childhood to higher and vocational education, as well as formal, informal, and non-formal education. The journal also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. It strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. JREP serves as an invaluable resource for educators, supervisors, curriculum planners, counselors, administrators, and educational researchers, offering insights to inform the design of future curricula.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Navigating Multilingual Communication in the Digital Age: The Role of Artificial Intelligence in Translanguaging Patrick Mthethwa
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.184

Abstract

Advancements in technology, including the development of Artificial Intelligence (AI) tools, have renewed interest in translanguaging, with a particular focus on AI’s role in this context. AI is continuously and steadily developed to perform human tasks, such as thinking and responding to prompts. As a result, the transformative nature of AI has significantly impacted the education sector in ways never experienced before. This study explored how AI natural language processing (NLP) models and AI-powered tools lay a foundation for the translanguaging of Nguni languages. The study explored how the language translation tool, language learning tool, content creation tool, speech recognition tool, sentiment analysis tool, and educational tool are integral to the translanguaging discourse of the Nguni languages: isiNdebele, isiXhosa, isiZulu, and Siswati. The study was classroom-based action research in a certain South African University. Fifteen (15) participants in the study were a cohort in a postgraduate class. Data were collected using face-to-face interviews and analyzed using Thematic Content Analysis (TCA). The findings revealed that the convergence of AI and translanguaging offers benefits to learners, and that some AI-powered tools support translanguaging of the Nguni languages, although there are inequalities within the Nguni languages, with some being more dominant than others. The study also noted that the complexities embedded in the typologies of the Nguni languages in terms of suprasegmental notations and diction pose an enormous challenge in using AI for translanguaging. These findings have implications for the development of AI-powered tools appropriate for addressing the linguistic dichotomies among the Nguni languages.
Behind the Bylines: News Writing Skills of Cagayan State University Lal-lo Campus Journalists Benmar B. Torres
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.194

Abstract

This embedded mixed-method research examined Cagayan State University (CSU) Lal-lo campus journalists’ proficiency in News Writing by integrating quantitative and qualitative approaches. The quantitative component involved assessing students’ news articles through an expert-validated rubric based on a five-point scale, focusing on headline construction, lead writing, overall organization, and use of references, all aligned with Associated Press (AP) standards. Analysis of inter-rater reliability indicated acceptable to strong agreement among the three evaluators, as reflected in both Cronbach’s Alpha and the Intraclass Correlation Coefficient. For the qualitative aspect, evaluators’ written comments within the rubric were analyzed to gain in-depth insights into the students’ writing skills and challenges. The data were treated using descriptive statistical methods alongside thematic analysis. Results showed that student journalists generally displayed adequate skills in news writing, particularly in demonstrating clarity, accuracy, ethical considerations, and basic formatting in headlines and attribution following standard guidelines. However, they encountered challenges in crafting concise and effective leads and in sustaining consistent structure throughout their articles. The findings further indicated that students had difficulty identifying appropriate news angles, organizing ideas logically, and applying the conventional inverted pyramid structure. Lead writing emerged as a key area needing improvement, reflecting limitations in recognizing essential facts and determining news value. Additionally, their outputs revealed issues related to completeness, verbosity, grammatical accuracy, angle selection, and identifying suitable lead types. In response to these concerns, the study recommends implementing targeted instructional strategies, such as regular lead-writing exercises, headline revision workshops, peer evaluation activities, and focused grammar instruction to strengthen students’ overall news writing abilities.
Exploring the Benefits of Early Intervention Programs for Children with Disabilities in Injibara, Ethiopia Getachew Admassu
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.104

Abstract

This study explores the benefits of early intervention programs (EIPs) for children with disabilities (CWDs) in primary schools within Injibara Town Administration, Ethiopia. Early intervention is globally recognized for enhancing developmental outcomes and promoting inclusion, yet in low-resource contexts like Ethiopia, systemic barriers often limit access and effectiveness. The objective of this research is to investigate the existing support structures, service delivery mechanisms, and challenges faced by CWDs in accessing early intervention, with the aim of informing inclusive policy and practice. A qualitative case study design was employed, utilizing purposive sampling to select three CWDs (with motor, visual, and learning impairments), their mothers, three school principals, and the head of a local health center. Data were gathered through semi-structured interviews, focus group discussions, and document analysis, and thematically analyzed to identify recurring patterns and insights. Key findings reveal critical systemic gaps: significant delays in disability identification, often beyond age six; a severe lack of access to EIPs due to absent rehabilitation services and insufficient teacher training; and pervasive stigma and social exclusion, exacerbated by limited awareness among families and communities. The experiences of children highlighted feelings of isolation and academic marginalization, while caregivers expressed helplessness due to poverty and informational gaps. In conclusion, the study underscores an urgent need for integrated, multi-sectoral EIPs that incorporate community-based screening, capacity building for parents and teachers, mobile rehabilitation units, and policy reforms aligned with the UNCRPD. Recommendations include establishing local rehabilitation centers, implementing disability-inclusive education, and launching community awareness campaigns. Despite the study’s localized focus and small sample size, it provides actionable pathways for empowering CWDs and calls for immediate collaboration among government bodies, NGOs, and communities to foster equitable inclusion in low-resource settings.
Formative Assessment Strategies of Senior High School Physics Teachers in Selected Ashanti Region Districts, Ghana Michael Atibilla Akooba; George Oduro-Okyereh; Isaac Owusu-Mensah
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.181

Abstract

The study examined the formative assessment strategies senior high school physics teachers in selected districts of the Ashanti Region practice in their classrooms. Using a descriptive survey design, the study purposively selected 108 physics teachers from 36 senior high schools across nine districts. Data were collected through a 21-item closed-ended questionnaire and an observation guide. Descriptive statistics such as mean, standard deviation, and percentage were used to analyse the research question, while an independent samples t-test was used to test the hypothesis at a significance level of (α = 0.05). The results revealed that physics teachers in the Ashanti Region employ diverse formative assessment strategies to support students’ learning. These include clarifying learning objectives, providing timely feedback, using varied assessment tasks, and offering suggestions for improvement. However, peer and self-assessment practices were found to be infrequently implemented. Furthermore, the study established a statistically significant difference between more experienced teachers (those with at least five years of service) and less experienced teachers (serving less than five years), with the former employing diverse formative assessment strategies. The findings suggest that teaching experience enhances teachers’ ability to apply varied formative assessment approaches effectively. The recommendation for this study suggests that the Ghana Education Service should organize professional development programmes focused on formative assessment practices for less experienced teachers to strengthen their classroom assessment literacy and improve instructional quality. The study enhances the comprehension of subject-specific formative assessment practices and underscores the need for continuous professional learning to promote effective physics teaching and learning in senior high schools.
Effect of Guided Inquiry-Based Laboratories on Improving Students’ Performance in Chemistry Education Daniel Hanyurwumutima; Emmanuel Gakuba; Wellars Utetiwabo
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.185

Abstract

This study undertook an investigation of the pedagogical efficacy of guided inquiry-based laboratory activities on improving students’ performance in chemistry education across four secondary schools in Rwanda. The investigation was necessitated by a persistent decline in learners’ achievement in Organic Chemistry, unfavorable learner attitudes, minimal hands-on engagement, and entrenched reliance on experimental verification rather than inquiry-driven exploration during practical sessions. The study further sought the teachers’ perceptions of guided inquiry-based laboratory activities, identified the challenges constraining their implementation, and determined their influence on students’ academic outcomes. This study used a mixed-methods research design with stratified and purposive sampling to identify four chemistry teachers and 447 students, with an 82-sample size from senior five students studying chemistry at the advanced level. The study employed a one-group, pretest-posttest design with experimental and control groups. Data were gathered utilizing a practical lesson observation schedule, a teacher-structured interview, and a student questionnaire. The findings revealed that inadequate laboratory facilities and insufficient teacher professional development perpetuated the dominance of demonstration-based instructional strategies. Moreover, the examination-oriented national curriculum framework implicitly prioritized theoretical mastery and procedural replication over inquiry-oriented laboratory engagement. Notwithstanding these constraints, guided inquiry-based laboratory activities were found to substantially enhance students’ conceptual understanding, cognitive engagement, and attitudinal disposition toward Organic Chemistry. The control group’s mean score improved from 23.5 to 28.7; the experimental group demonstrated a more pronounced gain, increasing from 24.08 to 33.5, accompanied by reduced posttest score dispersion, indicative of more consistent learning progress. The study concludes that guided inquiry-based laboratory activities possess considerable pedagogical potential in improving Organic Chemistry learning outcomes. It therefore advocates for targeted teacher training initiatives and enhanced resource allocation to facilitate a paradigm shift from demonstration-oriented practices toward inquiry-centered laboratory instruction.
Relationships Between Students’ Neuroticism and Gender on the Acquisition of Scientific Process Abilities in Chemistry Qualitative Analysis Anselem Abonyi Ugwuanyi; Florence Obiageli Ezeudu; Uzoamaka Pet Egbukwu
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.186

Abstract

Using qualitative analysis, the study examined the relationship between neuroticism and gender on the acquisition of chemistry process skills among Nigerian senior secondary school pupils in Enugu State. The investigation was based on two research questions and two hypotheses. A correlational survey research design was employed in the study. 292 public secondary schools with 5,754 SSIII Chemistry students made up the study’s population. 360 SSIII students were included in the sample using a multistage sampling procedure. Data were gathered using the students’ neuroticism inventory (SNI) and the chemistry qualitative analysis skills rating scale. Face validity was assessed by five experts, and factor analysis was used to determine construct validity for SNI. A reliability coefficient of 0.78 for SNI items was obtained by the Cronbach's alpha method. Kendall’s coefficient of concordance (w) was used to calculate the reliability estimate of 0.92 for CQASRS. ANOVA of linear regression, Hayes Process Analysis, and Pearson’s Correlation coefficient (r) were employed to examine the hypotheses and research questions (all tested at the 0.05 level). The growth of science process abilities and students’ neuroticism were discovered to have a moderate, positive, and significant correlation in the Chemistry qualitative analysis. In the qualitative study on chemistry, gender had a significant, positive, and strong moderating effect on the connection between students’ neuroticism and ability to acquire chemistry processes. Given the findings that there is a moderate and substantial association, students should be counseled to avoid excessive levels of neuroticism, since this could negatively impact their learning of scientific method abilities. Consequently, to reduce the gender disparity observed in this study, it was also recommended that chemistry instructors promote their students’ engagement in qualitative analytical exercises.
Evaluation of Project GTR (Gravitational Teaching Resource) as an Instructional Material for the General Theory of Relativity Jhon Dave Larra; Danisse M. Barrera; Lovelyn J. Bayadas; Christian A. Ellipse; Reyden D. Lumanas; Josh Railey R. Valdez; Faith Celeste B. Ole
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.187

Abstract

Physics is a fundamental science that explores complex and abstract concepts, often presenting significant cognitive challenges for learners. Topics such as Einstein’s General Theory of Relativity, specifically spacetime curvature and gravitational lensing, are difficult to grasp through traditional, lecture-based teaching methods. Prior studies have established that integrating tactile physical models, visual analogies, and digital simulations can significantly bridge this gap and enhance conceptual understanding. Building on this theoretical foundation, the present action research evaluates the effectiveness and acceptability of Project GTR (Gravitational Teaching Resource). This innovative instructional material purposefully combines these pedagogical tools, using a multisensory setup to model celestial bodies and light distortion, to improve students’ spatial and conceptual comprehension of gravitational lensing. The study involved thirty-seven students and three science teachers from a state university in the Negros Island Region, utilizing convenience sampling. To provide a comprehensive evaluation, a mixed-methods approach was carefully employed. Quantitative data were gathered through an adapted evaluation instrument measuring content and technical quality, while qualitative insights were systematically collected via participant feedback forms, structured interviews, and direct classroom observations. The quantitative results demonstrated a very high level of acceptability for Project GTR in both its content quality (M = 4.91, SD = 0.26) and instructional and technical design (M = 4.91, SD = 0.25). Furthermore, thematic analysis of the qualitative data revealed a marked increase in student engagement, a much deeper conceptual understanding of relativity, and highly positive attitudes toward learning physics. Ultimately, these findings underscore the significant potential of localized, multisensory, and interactive tools to transform abstract physics education and promote highly meaningful learning outcomes.
Motivational Teaching Practices of Teachers in Higher Education: A Convergent Parallel Design Ray Jean Anne S. Alivio; Peter John E. Amaya; Rachel Ann O. Lopez; Cristy Grace A. Ngo
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.190

Abstract

This study investigated the motivational teaching practices employed by teachers in higher education institutions (HEIs) in Davao City, Philippines. Despite advancements in curricula, student motivation remains a significant challenge, often resulting in low engagement and academic performance. The research aimed to assess the extent to which teachers apply motivational strategies across four dimensions: creating basic motivational conditions, generating initial motivation, maintaining motivation, and encouraging positive self-evaluation. A convergent parallel mixed-methods design was utilized. Quantitative data were gathered from a survey of 120 purposively selected teachers using an adapted instrument (5-point Likert scale), while qualitative insights were obtained through semi-structured interviews with 10 teachers. Quantitative results showed that teachers frequently create basic motivational conditions (M=3.91) and maintain motivation (M=3.86), though generating initial motivation was practiced to a moderate degree (M=3.39). Qualitative analysis revealed five themes: encouraging respectful environments, inspiring through enthusiasm, engaging through storytelling, motivating through approachability, and sustaining engagement via interactive activities. Triangulation confirmed that student motivation flourishes when teachers form meaningful relationships, demonstrate authentic enthusiasm, and link lessons to students’ everyday lives. The study concluded that effective motivation in higher education is relational and human-centered. It underscores the importance of teacher empathy and authenticity in promoting lasting student engagement.
Teachers’ Beliefs and the Flipped Classroom in Saudi Arabia: A Qualitative Study of Science Instruction Fahdah Alanazi; Karthigeyan Subramaniam; Christopher Sean Long; Mila Rosa Librea-Carden; Nazia Khan
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.191

Abstract

This qualitative study, grounded in Dewey’s constructivist theory, explores how six Saudi Arabian secondary school science teachers view and use the flipped classroom as an active learning approach. The research adds to the growing conversation about science education in Saudi Arabia, especially in light of Saudi Vision 2030, which aims to bring more technology and innovative teaching strategies like the flipped classroom into schools. Using a case study design, the study draws on interviews, classroom observations, group discussions, and teaching materials to understand teachers’ beliefs. The findings show that teachers hold a mix of views about using the flipped classroom, including ideas about teaching science, their students’ learning, their own roles as teachers, and how all of this connects to the goals of Saudi Vision 2030. Teachers seemed most influenced by their beliefs about science teaching and their professional roles. The results suggest that teachers are more likely to adopt new teaching methods when those methods fit with what they already believe is effective. This highlights why it’s so important to consider teachers’ beliefs and experiences when rolling out new strategies like the flipped classroom as part of educational reforms. The findings yield two key implications. First, educational reforms introducing transformative instructional approaches, such as the flipped classroom, should explicitly account for teachers’ beliefs. Teachers’ belief systems are complex, dynamic, and central to instructional decision-making; consequently, they strongly influence whether new pedagogical approaches are adopted, adapted, or resisted. Ignoring these beliefs may limit the effectiveness and sustainability of reform efforts. Second, curriculum developers integrating flipped classroom approaches into science curricula should actively incorporate teachers’ perspectives during the design process. As practitioners with direct classroom experience, teachers possess critical insights into what is pedagogically viable, as well as the potential strengths and challenges associated with implementing innovative instructional strategies.
Exploring AI-Educator Co-Creation in Curriculum Design: Effects on Time Efficiency and Learning Outcomes Zahraa Alkalefawi; Husnain Mukhdoom
Journal of Research in Education and Pedagogy Vol. 3 No. 3 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i3.193

Abstract

Rapid adoption of Artificial Intelligence (AI) into the learning setting has dramatically altered the methods of curriculum design and the process of instructional planning. As technological efficiency and analytics of learners are often mentioned in modern studies, the actual experiences of the educators who take part in the process of co-creating the curriculum based on AI are rather under-researched. This qualitative phenomenological research examines the experiences of educators regarding the perception of AI as a co-developer of the curriculum, focusing specifically on the perceived time efficiency, the quality of instructions, and professional identity. The collection of data was performed with the help of semi-structured interviews with the participation of twelve educators and instructional designers who represented various institutional settings, including secondary schools, colleges, and universities. Thematic analysis showed that participants thought mostly that AI is an augmentative tool that facilitates the early phases of curriculum planning by lightening cognitive workload and speeding up structural drafting. The respondents also cited that the AI-generated recommendations helped to enhance the pedagogical fit and diversification of the instructional approaches; however, the quality of the meaningful curriculum remained left to contextual adaptation and professional judgment. Also, the interaction with AI systems was observed to promote more creative confidence and reflective pedagogical experimentation, and, at the same time, raise ethical transparency and over-reliance issues on automated outputs. The results highlight the fact that the successful implementation of AI in curriculum design is defined by a mutually beneficial co-creative relationship that does not undermine the agency of educators but uses the technological affordances. This work provides a contribution to the developing rhetoric in the adoption of responsible AI in the educational field with a focus on the relationships between human professionalism and intelligent systems.

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