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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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Implementation of Team Teaching in a Secondary Teacher Education College Reeta Rai; Kinley Kinley; Choeda Choeda; Thinley Wangchuk; Tashi Pelden
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.v3i3.195

Abstract

Team teaching is an instructional approach involving joint planning, delivery, and assessment. This study explored the implementation of the team teaching approach in a secondary teacher education programme to address its limited empirical research in Bhutan. In Bhutan, the structure of teacher education programmes requires that pedagogical modules be delivered through team teaching to ensure a shared understanding of theory and practice between tutors and pre-service teachers. However, the team teaching approach is not implemented in practice and remains largely theoretical. This study examined how team teaching influenced pre-service teachers’ learning experiences and tutors’ professional development by involving 40 pre-service teachers and five tutors who carried out team teaching in a module called Skills for Effective Teaching. An action research design was used to study its implementation through iterative cycles of planning, action, observation, and reflection. Data were collected through semi-structured survey questionnaires and interviews at baseline and endline phases. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings indicated that team-teaching enhanced the application of theory into practice, content understanding, communication, engagement, and overall learning compared to single-tutor instruction. Tutors also reported improved collaboration, reflective practice, and professional growth by integrating expertise and peer support. However, challenges like limited time for collaborative planning, inconsistent guidance, and coordination issues were encountered. The study concludes that team teaching is an active instructional approach that enriches learning and professionalism. However, its effective implementation requires common expertise, scheduled planning and discussion time, clear communication, and institutional support.
Artificial Intelligence Competence Levels Among Secondary Mathematics Teachers in Northern Samar, Philippines Levi V. Calubag
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.v3i3.197

Abstract

As Artificial Intelligence (AI) tools become more common in schools, mathematics teachers are increasingly expected to use them in ways that support learning without weakening reasoning or academic integrity. However, baseline evidence on the AI competence of K to 12 mathematics teachers and the profile factors associated with it remains limited, especially in resource-constrained settings. This study examined the relationship between the teaching-related profile and AI competence of public secondary mathematics teachers using UNESCO’s AI Competency Framework for Teachers (AI-CFT). A cross-sectional descriptive-correlational survey was conducted among 215 public secondary mathematics teachers in the Department of Education (DepEd) Schools Division of Northern Samar during School Year 2025–2026. The instrument measured educational attainment, years of teaching experience, teaching position, relevant AI/ICT-related training exposure, access to AI tools, and AI competence across five AI-CFT domains. Data were analyzed using descriptive statistics and correlational procedures. Results showed that respondents were largely mid-career, mostly in Teacher I to III positions, had limited AI/ICT-related training exposure, and largely reported access to at least one AI tool (91.2%). Overall AI competence was at the Competent level (x̄ = 3.53, SD = 0.75), with relatively stronger ratings in Human-Centered Mindset (3.71), AI Pedagogy (3.58), and AI Ethics (3.55), but lower ratings in AI Foundations and Applications (3.43) and AI for Professional Development (3.39). Educational attainment and teaching position were not significantly related to AI competence, while years of teaching experience showed a small negative relationship (r = −0.229, p < .001). In contrast, training exposure (rₛ = 0.293, p < .001) and access to AI tools (rₛ = 0.476, p < .001) were positively related to AI competence. The findings support targeted AI upskilling and equitable tool access to strengthen responsible AI integration in mathematics instruction.
Cambodian Youth’s Perceptions About Code-Switching Between Khmer and English in Conversations: Insights from a Survey Study Vitou Tes; Kimkong Heng
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.v3i3.199

Abstract

Code-switching is the practice of alternating between two or more languages during communication, as speakers alternate between their native language and another language. This phenomenon usually happens to people with bilingual or multilingual competencies. In Cambodia, code-switching has become increasingly common, especially among young people who often use it in daily conversations. This study aims to examine Cambodian youth’s perspectives on code-switching between Khmer and English in daily conversations. The study collected data from Cambodian youth aged 18 to 35 using an online questionnaire distributed via Google Forms. Based on 261 responses from the respondents (48.7% were females), the study revealed common English words or phrases used in daily conversations. It also showed that most Cambodian youth (93.1%) experienced using code-switching in daily conversations. Almost two-thirds (60.9%) of them said that they sometimes used code-switching, while about 15% and 5% respectively stated that they often or always used it. The participants tended to disagree that code-switching between Khmer and English made them forget the Khmer language (M = 2.43, SD = 1.03). The main reasons for code-switching included using it to practice English, express and elaborate details, show bilingual competency, and deal with a lack of vocabulary. The study also showed a positive correlation between the English proficiency level and the frequency of code-switching use (r = 0.257, p < 0.01). This means that those who are more proficient in English tend to engage in code-switching more often in everyday conversations. This study concludes by discussing limitations and suggestions for future research.
Vietnamese EFL Majors’ Emotional Experiences in Thesis Writing: A PERMA-Informed Qualitative Multiple-Case Study Phan Nhat Hao
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.v3i3.200

Abstract

Emotions constitute a central dimension of students’ academic development in higher and continuing education. While the body of literature has examined affective experiences in learning contexts, emotional trajectories embedded in extended academic tasks remain insufficiently theorized. In language education programs, the graduation thesis is deemed an academically demanding task that intertwines cognitive challenges, relational dynamics, and identity development, warranting a further systematic investigation. Addressing this gap, the current study examined how Vietnamese English-as-a-Foreign-Language (EFL) majors experienced emotions during the thesis-writing process in the Mekong Delta region. Using a PERMA-informed qualitative multiple-case design, the study involved six students at a public university. Data were qualitatively generated by their in-depth semi-structured interviews, reflective journals, and documentary artifacts. Analysis followed a hybrid data-coding approach integrating theory-informed and inductive procedures, with within- and cross-case comparisons strengthening interpretive depth. Findings revealed multidimensional emotional experiences organized around five elements. “Positive Emotion” encompassed anticipatory hope, progress-related joy, and earned pride at thesis completion. “Engagement” was reflected in sustained cognitive immersion and disciplined self-regulation. “Relationships” with thesis supervisors and peers contributed to relational validation and academic belonging. “Meaning” developed through intellectual growth and identity repositioning toward emerging researcherhood. “Accomplishment” consolidated competence, strengthened self-efficacy, and generated forward-oriented aspirations. The study contributed a contextually grounded account of emotional experiences in thesis writing, through which it advanced current understandings of English language education in Vietnam and beyond. Implications highlighted the importance of supportive supervision and research training that cultivate well-being alongside academic rigor. The study concluded with limitations and offered methodological recommendations for future investigations.
Exploring Finnish Education Through the Lens of Naturalistic Inquiry Younglong Kim; Katherine Curry; Jentre Olsen; Jessica Hogaboom
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.v3i3.201

Abstract

Despite growing interest in qualitative research approaches, practitioner-scholars often lack accessible, field-based guidance for conducting naturalistic inquiry in authentic educational settings. This gap highlights the need for research that is both theoretically grounded and methodologically transparent. Grounded in naturalistic inquiry, this study investigates how such inquiry can be effectively designed and implemented within an international educational context through a qualitative case study conducted in Finland. Data were collected during a two-week immersive field experience and include field notes, reflective journals, informal conversations, practitioner presentations, focus group interviews with students, and photographic artifacts. Analysis was conducted using the constant comparative method alongside ongoing reflexive practices, with attention to credibility, transferability, dependability, and confirmability. Findings address two research questions by illustrating both the implementation and outcomes of naturalistic inquiry. This study seeks to answer two main research questions: 1) How can naturalistic inquiry be practically designed and implemented by a practitioner-researcher in an international educational fieldwork context? and 2) What themes emerge from the implementation of naturalistic inquiry in an international educational fieldwork context, and how do they reflect key values and practices in Finnish education? To answer the research questions, first, the study outlines key methodological components, including site entry, prolonged engagement, emergent design, reflexivity, and triangulation of data sources. Second, three central themes emerged that reflect core features of Finnish education: (1) trust as a foundation of educational relationships and professional autonomy, (2) the integration of play and emotional development in early childhood education, and (3) structural supports that enable equity, adaptability, and teacher professionalism. This study contributes to the literature by offering a transparent, practice-oriented account of naturalistic inquiry in an international setting. It provides concrete methodological guidance for practitioner-researchers while also highlighting the cultural and systemic conditions that shape educational practice in Finland.
Integrating Gamified Learning, Reflection, and One-Minute Silence to Enhance Students’ Subjective Well-Being: A Pre-Post Exploratory Study Mengkorn Pum
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.v3i3.202

Abstract

Student well-being has been recognized as an essential factor in educational success. It has been found to impact academic performance, emotional, social, and cognitive enhancement. The current study examines how a 15-week classroom intervention integrating gamified learning, weekly reflection, and one-minute silent mindfulness affects students’ subjective well-being. The intervention was implemented in a three-hour weekly course. Students completed the subjective well-being questionnaire before the intervention and at the end of the intervention to assess students’ joy of learning, sense of school connectedness, educational purpose, and academic efficacy. The study employed paired-sample t-tests, using Statistical Package for the Social Sciences (SPSS) version 27 to compare pre- and post-intervention mean scores. Findings revealed a statistically significant improvement in joy of learning, academic efficacy, and overall student well-being, with small effect sizes. In the current study, two subjective well-being questionnaire subscales, which are school connectedness and educational purpose, showed positive increases in mean scores; however, these changes were not statistically significant. The findings suggest that the current classroom-based interventions using gamified learning, reflection, and mindfulness may be effective in enhancing students’ emotional engagement with learning and confidence in academic abilities, while relational and purpose-oriented dimensions of well-being may require longer-term or more targeted approaches. The integration of gamification, reflective practice, and brief mindfulness activities is recommended for educators as feasible and low-cost strategies to promote student well-being within regular instructional settings.
The Impact of e-Song and Language Games on Kadazandusun Pupils’ Vocabulary Mastery Minah Sintian; Viannie Tongguritom; Jesseca Dunis; Ainah Gimir; Nur Qistina Abdul Razak
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.v3i3.203

Abstract

Vocabulary knowledge is the foundation for mastering a language. The vocabulary mastery of primary school pupils in rural areas who learn the Kadazandusun language (BKD) as a second or third language can be significantly enhanced through well-planned learning strategies that yield positive pedagogical impacts. This study aims to evaluate the effectiveness of utilizing e-song media and language games to improve BKD vocabulary mastery among primary school pupils. Employing a quasi-experimental design, this study utilized pre- and post-tests to compare treatment and control groups. The teaching interventions were implemented with BKD pupils in schools located in the interior of Sabah. The e-song media was administered to a non-random sample of 30 Year Four pupils from two primary schools: SK Saint Pius Pamilaan, Tenom, and SK Senangang, Keningau. Meanwhile, the language games intervention involved an intact group sample of 20 Year Three pupils at SK Ulu Sapi, Telupid, divided into control and treatment groups based on existing class structures. The control groups were taught using conventional materials, whereas the treatment groups utilized e-songs and language games. Following the intervention, the e-song treatment group’s post-test scores increased significantly to a mean score of 80.07, compared with the control group’s mean score of 53.47. Similarly, the language games treatment group achieved a post-test mean score of 80, whereas its corresponding control group scored a mean of 29. These results indicate that both digital media and game-based methods significantly improve pupils’ vocabulary mastery. Ultimately, this study highlights the value of diversifying authentic learning strategies that can be adapted to various educational contexts, resources, and teacher-led initiatives.
Translanguaging in Multilingual Classrooms: A Phenomenological Study on Teachers’ and Students’ Perceived Benefits and Challenges in Relation to Student Participation Among Grade 12 Students Princess Yasmien G. Yago; Keira Elize Belle A. Agpaoa; Jasmine A. Diata Cruz
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.v3i3.205

Abstract

This study examined the use of translanguaging in a multilingual senior high school classroom and explored how teachers and students perceive its benefits and challenges in relation to student participation. Grounded in the context of the Philippine senior high school setting, the research focused on Grade 12 Humanities and Social Sciences (HUMSS) students at Ilocos Norte National High School, Laoag City, Ilocos Norte, Philippines, during the first semester of the academic year 2024–2025. Using a phenomenological design, the study aimed to capture the lived experiences of participants regarding translanguaging practices in the classroom. Six participants were purposively selected, consisting of three HUMSS teachers and one student under each teacher. Data were collected through a validated structured interview guide and analyzed using thematic analysis. Findings revealed five major themes describing the perceived benefits of translanguaging: Cognitive and Academic Enhancement Supporting Classroom Participation, Affective Development and Confidence Building, Active Participation and Engagement, Inclusive and Equitable Learning Environment, and Language Development and Skills for Classroom Participation and Future Readiness. These findings indicate that translanguaging supports deeper understanding, strengthens confidence, increases classroom participation, promotes inclusivity, and enhances academic language skills. However, three major themes emerged regarding challenges: Linguistic Barriers and Code-Switching Difficulties, Challenges with Technical and Academic Terminology, and the Need for Guidance and Pedagogical Support. These findings suggest that while translanguaging enhances participation, its implementation requires intentional scaffolding and institutional support. Implications highlight the need for structured teacher training, supportive school policies, and deliberate classroom strategies to maximize the perceived benefits of translanguaging in multilingual educational settings.
Bridging Language Education’s Theory–Practice Divide: The Interplay of Theoretical and Practical Approaches in Language Learning Sedighe Zamani Roodsari; Jamie Harrison
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.v3i3.211

Abstract

There have always been discussions about the interplay and persistent gap between theoretical and practical knowledge in teacher training. Although both educational research and practical application are essential, more subjective learning experiences are required to allow teachers to connect theory with practice in meaningful ways. For several decades, scholars in the field of teacher education have suggested integrating approaches to support research from an insider perspective on the effects of teaching strategies and theories. Yet, the existing theories that have traditionally framed the relationship between theory and practice do not fully assist teachers in developing practical education in real-world situations, and there is still a gap between theory and practice. Inspired by the constructivist socio-cultural perspective theory of practical artifacts and guided by a post-positivist paradigm, the authors provided in-service and prospective language teachers in a graduate Applied Linguistics course opportunities to apply relevant theoretical knowledge to their teaching practices in a language learning setting, thereby addressing this gap. The data from this qualitative research are part of the structured journaling assignment in an authentic environment as part of the students’ linguistic practice. The participants were instructed to describe their language learning experience during the linguistic course. The study’s results provide a holistic perspective on investigating the interplay between theory and practice, drawing on participants’ real language learning experiences that shape the development of their teacher identity. The study findings indicate that the participants experienced an increase in their ability to operationalize linguistic theory in applied contexts and link theoretical language teaching concepts to real classroom practices.
Podcasts as a Digital Tool in Biology Teaching Pedro Samuel Hernández Jiménez; Adelainy Nuñez Pérez; Anthony Acosta García; Caridad Josefa Rivero Casanova; Rafael Antonio Hernández Cruz Pérez
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.v3i3.212

Abstract

The digital age of the 21st century offers new generations creative and motivating spaces within the teaching and learning process. These tools, such as interactive platforms and multimedia resources, encourage active exploration of knowledge, especially in subjects like biology. Podcasts are an innovative tool in science education. Therefore, this research aims to design a system of activities that uses podcasts as a teaching resource to improve learning in biology, specifically in Unit 2: The World of Living Things: Unique or Diverse?, in the seventh grade at the “José Martí” Secondary School in the municipality of Pinar del Río. The study was conducted using a mixed-methods approach, adopting the dialectical-materialist method; theoretical and empirical methods were employed; specifically, historical-logical methods were used to conduct a systematic review of the literature published between 2020 and 2026, following the PRISMA guidelines, which allowed for the identification of the impact of podcast use in biology education, as well as empirical methods that included observation, surveys, and interviews. The results highlighted certain limitations in the teaching and learning of biology in seventh grade, primarily the lack of digital resources and teaching materials, as well as the limited use of active learning methods by teachers, while student participation and motivation were only partially evident. However, 79% of students reported having access to devices for listening to and watching audio and video content, and 85% expressed a preference for using podcasts in class, considering them useful for improving learning of difficult content while making classes more dynamic and interactive. These findings highlight the need to implement innovative teaching strategies that integrate podcasts into biology instruction to enhance student motivation and participation, as well as the importance of providing methodological training to teachers to ensure the effective incorporation of digital resources into the educational process.

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