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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 67 Documents
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Evaluating the Teaching of Physical Science Practical Work at a Selected Resource-Constrained Secondary School in Rundu Circuit, Kavango East Region Shivolo, Tomas; Kamina, Cornelin Urungi; Nembenge, Gabriel; Nangutuwala, Martha Mewiliko; Simasiku, Fredrick Simataa
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): 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.v1i2.14

Abstract

This study evaluated the teaching of Physical Science practical work at a resource-constrained secondary school in the Rundu Circuit, Kavango East region in Namibia. The research objectives were to assess the impact of practical work on learners’ academic performance in a resource-constrained community, identify the challenges faced by both teachers and learners in conducting practical activities, and propose strategies to address these challenges and improve the overall quality of science education. A qualitative research design was employed, with data collected through semi-structured interviews involving four Physical Science teachers. The interviews were analyzed using thematic analysis, with themes aligned to the research objectives. The findings revealed that the state of science practical work was poor due to a lack of sufficient laboratory equipment and resources. Other significant challenges identified included limited laboratory space, inadequate time allocation, overcrowded classrooms, a lack of motivation among learners, and insufficient background knowledge on practical work for learners. These challenges collectively impeded effective teaching and learning of science practical work. To overcome these issues, the study recommended providing adequate laboratory materials and constructing an additional laboratory to alleviate overcrowding. The study also further recommended the employment of laboratory technicians to assist teachers in organizing, planning and conducting practical activities more efficiently. Furthermore, the study suggested forming partnerships between schools to share laboratory facilities, as per Key Area 7 of the National Standard and Performance Indicators for Schools in Namibia, which emphasizes the importance of collaborative linkages within educational communities. By implementing these strategies, it was concluded that the quality of Physical Science practical work in resource-constrained schools could be significantly enhanced, leading to improved learner outcomes.
Synchrony in Learning: Investigating the Connection between Student Adjustment and Academic Performance Kaur, Jagneet; Bhatia, Raino
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): 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.v1i2.16

Abstract

Adjustment is an important part of human life because it gives people the power and strength to make positive changes in the world around them. The need for adjustment extends beyond the classroom to include classmates, instructors, curriculum, any other school activities and background setting of that place. Those who possess the ability to adapt to the ever-changing conditions in their surroundings have the potential to achieve harmonious living and maintain a contented and well-rounded existence. The present study comprised 191 secondary school students of Sirmaur district, Himachal Pradesh. The method used in the current research was a descriptive survey and stratified random sampling technique was utilized in order to organize and collect data on the basis of gender and locality. The Adjustment Inventory for school students, which was established by A.K.P. Sinha and R.P. Singh and incorporates 60 items evenly split between emotional, social, and educational adjustments, was deployed to measure the level of adjustment of the students. From the previous records, academic scores were taken as academic performance of the students. There is no significant difference of adjustment scores between male and female students of secondary school but highly significant difference (t value 4.376) between urban and rural students. girls are more well-adjusted result shows that rural students are more adjusted than urban students as maximum students of rural area are in good category highly negative correlation between adjustment problems and academic achievement scores of secondary school students.
Teacher Leadership Development: The Role of Professional Certification Programs Mallik, Bilash
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): 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.v1i2.19

Abstract

The past few decades have seen a growing interest in teacher leadership development worldwide. However, there is a need for more empirical research to understand how professional certification programs make teachers leaders, what roles teacher leaders play and what challenges they encounter. This study addresses these questions by examining the perceptions of eight professionally certified teachers working at a Government College in Bangladesh. As a qualitative study, participants were selected through purposive and snowball sampling, and a self-developed semi-structured interview schedule was used to collect the data. Data were then analyzed thematically. The findings reveal that professional certification programs significantly contribute to making teachers as leaders, enhancing their pedagogical, professional, research, and collaborative skills compared to their prior positions. In addition, these professionally certified teacher leaders motivate students for better careers and organize seminars, symposiums, and workshops to improve their achievement, inspire colleagues to pursue higher degrees, exchange innovative teaching approaches with them for their professional development, and work on academic committees and research cells, provide valuable insights for overall college improvement. However, the study found that professionally certified teachers face challenges such as a top-down leadership approach, a lack of collaborative college culture, external political pressure, limited financial incentives for pursuing degrees, and a lack of desirable postings to complete the professional certification programs. In contrast to previous literature, the study did not find a lack of time among the professionally certified teachers to perform leadership roles. This study sheds new light on developing teacher leadership through professional certification programs and providing insights for principals and policymakers on how certified teachers contribute to overall college improvement. Future research should focus on the impact of teacher professional certifications on student achievement, colleagues’ professional development, and overall college improvement from students’, colleagues’ and principals’ perspectives.
Utilizing the ‘Words of the Day’ Strategy to Enhance Students’ Vocabulary Skills Caupayan, Godman; Revelo, Joey S.
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.33

Abstract

Vocabulary development remains a critical concern among students in the Philippines. Despite ongoing efforts to enhance language education, many students struggle to achieve satisfactory vocabulary proficiency, which significantly impacts their overall language skills. Vocabulary acquisition is fundamental to developing reading comprehension, writing, and effective communication. This study investigates the effectiveness of the “Words-of-the-Day” strategy in enhancing students’ vocabulary, building on previous research that underscores the importance of vocabulary development in overall language proficiency. The general objective of the research was to evaluate whether this strategy could significantly improve vocabulary skills among students. Conducted during the 2023–2024 school year at Ozamiz City National High School, the study employed a quasi-experimental design involving both a control group and an experimental group. Participants were selected through purposive sampling, comprising students from two comparable classes with similar academic abilities. The primary instrument for measuring vocabulary proficiency was a standardized vocabulary test administered before and after the intervention. Data analysis involved paired t-tests to compare pre- and post-intervention scores within groups and independent t-tests to assess differences between the control and experimental groups. The findings revealed that while the control group exhibited a significant improvement in vocabulary scores post-intervention, the experimental group demonstrated a more substantial enhancement, with students achieving higher performance levels overall. This supports the conclusion that the “Words-of-the-Day” strategy effectively enhances vocabulary skills and boosts confidence in language use. Based on these findings, it is recommended that educators integrate the “Words-of-the-Day” strategy into the regular curriculum to foster better vocabulary acquisition and long-term language development among students.
Exploring Pedagogical Practices in Mathematics Education Niyibizi, Onesme; Uwitatse, Marie Claudine; Kazinyirako, John Peter; Niyitegeka, Thierry; Mutarutinya, Vedaste
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.35

Abstract

This study aimed to investigate effective teaching strategies in mathematics education through a multi-method qualitative approach. Data were collected from two purposefully selected secondary schools, involving classroom observations, interviews with two mathematics teachers, and document analysis. The research sought to provide a comprehensive understanding of the teachers’ instructional methods, drawing on various data sources to explore how these methods influence student learning and engagement. In-depth interviews with the teachers provided rich insights into their beliefs, experiences, and motivations regarding mathematics education. These interviews allowed the teachers to reflect on the challenges they face, the factors shaping their teaching practices, and their strategies for engaging students. Classroom observations captured the day-to-day dynamics of teaching, offering a real-time view of how the teachers applied pedagogical techniques, managed classrooms, and interacted with students, while also highlighting the level of student participation and attention. Additionally, the study analyzed instructional materials, lesson plans, and assessments to assess how well the teachers’ practices aligned with curriculum objectives and educational standards. The findings revealed different approaches to mathematics instruction, revealing both the strengths and limitations of the methods employed. This research contributes to the growing body of knowledge on mathematics pedagogy in public secondary schools, offering valuable insights for future improvements and further research into enhancing teaching practices in the classroom.
Development and Evaluation of Experiential Learning with Digital Simulation (ELDS) Modules in Electricity & Magnetism Suba, Monaliza A.; Manlapig Jr., Ernesto F.
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.39

Abstract

The extreme heat index experienced in the Philippines, which forced several schools to transition to distance learning, highlights the urgent need for instructional materials suitable for remote education. This study aimed to develop and evaluate Evaluation of Experiential Learning with Digital Simulation (ELDS) modules in electricity and magnetism as potential instructional resources for General Physics 2 class. The participants included in the study involved physics experts (n = 5) and Grade 12 STEM students (n = 43) from a private school in Bulacan, Philippines. A Research and Development (R&D) approach utilizing the ADDIE framework was employed, as the study focused on designing and developing instructional materials for the physics subject. Quantitative data were collected using the ELDS Module Evaluation Checklist (ELDSMEC) and analyzed through average means, standard deviations, p-values, and the Mann-Whitney U test. The results indicated no significant difference (p > 0.05) between the assessments of physics experts and STEM students regarding the potential effectiveness of the ELDS modules in electricity and magnetism. This suggests that both groups recognize the developed modules as valuable tools for enhancing student learning in these critical areas of physics. The findings underscore the importance of creating adaptable and effective instructional materials that can support distance learning, particularly in response to environmental challenges such as extreme heat index.
Kiswahili Language Assistance for Science Students Academic Achievement in a Multilingual Classroom Setting in East Africa: A Study of Government-Aided Western Ugandan Secondary Schools Aja, Lucy; Muhammad, Tukur; Bwema, Keneth; Lubega, Mohammad
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.40

Abstract

This study investigates the impact of Kiswahili language assistance on academic achievement in science among students in a multilingual classroom setting in East Africa. The study used a quasi-experimental method to statistically evaluate the impact of Kiswahili language assistance on science students’ academic achievement, utilizing a pretest-posttest non-equivalent control group research design. One hundred and eighty randomly selected senior four secondary school students from two schools in western Uganda were given a science achievement multiple-choice question with 60 multiple-choice items to gather data. Pretest and post-test scores were compared using descriptive statistics, and the hypotheses were tested using Analysis of Covariance (ANCOVA) at a significance level of 0.05. The findings reveal that male students performed better than female students when taught using Kiswahili assistance. Similarly, students who were taught science using the Kiswahili language as assistants achieved greater academic achievement in science than those who were taught science using the English Language. These results recommend that Kiswahili language assistance enhances science learning compared to English. Based on the conclusion of these findings, the researchers recommended that teachers should use Kiswahili as a language assistance in the teaching of science to improve student understanding of science concepts. Furthermore, the study also recommends further research on the utilization of language assistance and science learning in the context of multilingualism to inform educational policy and practice.
Exploring Innovative Teaching Methods and Technologies in Ugandan Classrooms Uzorka, Afam; Olaniyan, Ademola Olatide
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.43

Abstract

Due to the pressing need to improve educational quality and accessibility, Uganda’s educational system is significantly transitioning. Adopting cutting-edge teaching strategies and technologies has become crucial as the nation works to fulfil the demands of a world that is changing quickly. This study explores innovative teaching methods and technologies in Uganda classrooms using a qualitative research design to understand how these innovations are being implemented and what opportunities and difficulties they bring. 54 people from 10 Ugandan universities participated in the study. Purposive sampling was used in the participant selection process to guarantee a varied representation of experiences and points of view. Through semi-structured interviews, data was gathered. The data from the interviews were analyzed using thematic analysis. Four major themes emerged: Culturally Relevant Pedagogy, Personalized Learning, Active Learning Strategies, and Technology Integration in Education. The results show that although technology improves student engagement and instructional delivery, issues such as resource scarcity and inadequate teacher preparation prevent it from reaching its full potential. Active learning techniques encourage teamwork and critical thinking, but they run into problems with big class sizes and a lack of resources. While there is potential for personalized learning to meet a wide range of learner demands, it will cost a lot in terms of professional development and adaptive technology. To create inclusive learning settings, culturally specific pedagogy is necessary, but it must be matched with standardized curricula. To optimize the advantages of these cutting-edge methods in Ugandan education, this study emphasizes the necessity for better infrastructure, teacher support, and equitable resource allocation.
Imperatives for Higher Education Community Engagement in SADC: A Systematic Review Mutseekwa, Christopher; Chikuvadze, Pinias; Makuvire, Claretah
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.46

Abstract

Higher education is increasingly anticipated to engross local and transnational societies. In African higher education spaces, local higher education community engagements involving collaborative partnerships are beginning to gain momentum, while transnational ones are limited. This is despite a call from growing scholarship for ‘boundary-spanning’ approaches in higher education community engagement to co-create blended social spaces where countries can join forces to advance common aspirations. This systematic review examined the provisions of the Southern African Development Community (SADC) Protocol on Education and Training to support transnational higher education community engagement. Following the PRISMA 2020 statement, the study analysed articles published in Science Direct, Google, and Google Scholar from 1996 to 2024 to explore the imperatives for higher education community engagement in SADC. The review selected papers grounded on relevance to the study focus, availability, and article type. Restricted articles and those with a focus on K-12 community engagement were generally left out. The final synthesis included 70 articles. Data generated were analysed according to the deductive-inductive content analysis approach. The findings of the review show that the SADC Protocol (1997) provided for principles such as sustainability, cooperation, academic freedom, equity, and quality education as a basis for the establishment of regional centers for specialization and excellence, effective accountability systems, cutting-edge research and collaboration, and the harmonization of the SADC education system. Further findings reveal that the diversity in conceptualization, and lag in community engagement scholarship by some member states posed a challenge to the regional collaboration aspirations endeavored by the Protocol (1997). The study findings underscore the need for SADC countries to rekindle and strengthen regional collaboration initiatives to bolster the scholarship of community engagement in higher education.
Scaling Gender Equality and Social Inclusion in Schools Through Stakeholder Mapping: Teachers’ Perspectives on Enablers and Barriers Seden, Kinley
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): 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.v2i2.48

Abstract

Stakeloder engagement is crucial for driving Gender equality and social inclusion (GESI) initiatives. Using Participatory Action Research, this situational analysis (SAS) study explored people, place, and things catergorised into four scaling groups: initiators, enablers, competitors, and the impacted for scaling GESI initiatives in schools and communities effectively through stakeholder engagement. The research during the participation axis phase administered a survey questionnaire to teachers, including five males and females, to analyse stakeholders responsible for promoting GESI in schools. Key findings revealed that Initiators, such as school leaders and educators, played a crucial role in driving GESI-related changes within schools. Enablers, including local community leaders and supportive teachers, were instrumental in ensuring the successful implementation and sustainability of GESI initiatives. However, challenges arose from Competitors, including senior citizens, religious practitioners, and some local leaders, whose conservative beliefs often impeded progress. The Impacted group, consisting of marginalized students, teachers, and women affected by gender inequality, was identified as the primary beneficiary of successful GESI initiatives. Despite its valuable insights, the study has a few limitations. The perspectives gathered were primarily from teachers, which may not fully capture the views of all relevant stakeholders, particularly those from marginalized groups or other community members. Additionally, the categorization of stakeholders, especially within the Competitors and Impacted groups, may lack sufficient nuance in certain contexts. The study recommends a more inclusive stakeholder engagement process that involves all groups, including Competitors, through participatory dialogue to address resistance and foster collaborative solutions. Continuous capacity-building efforts for teachers, school leaders, and policymakers are essential to ensure the sustainability of GESI initiatives. Future research should expand the analysis to include a broader range of stakeholders and account for regional variations in the implementation of GESI initiatives.

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