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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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A Historical Analysis of the Education System in Singapore during the 1920s –1958 Vinodhen, Vanessa
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.v2i2.49

Abstract

This article outlines a historical analysis of the development of Singapore’s education system during the period of 1920 to 1958, focusing on the historical, political, and social contexts that shaped education policies during this period. The study examines three significant stages of governance: the colonial era (1920–1942), the Japanese Occupation (1942–1945), and the pre-independence period (1946–1958). Using a qualitative historical research approach, this paper draws on archival materials, government reports, and secondary sources to analyze the ideologies and educational strategies employed by each regime to address Singapore’s education challenges. Key findings reveal that under colonial rule, education policies emphasized English-medium schools to support administrative needs, often neglecting local communities. The Japanese Occupation disrupted existing structures, introducing policies to promote Japanese language and culture, which were met with resistance. In the post-war pre-independence phase, efforts were made to expand access to education, standardize curricula, and address inequalities, laying the groundwork for a modern education system. The analysis underscores the profound influence of political ideologies and governance structures on educational priorities and outcomes. These insights demonstrate how Singapore’s early education policies evolved in response to shifting socio-political landscapes, contributing to the foundation of a system known today for its emphasis on equity and excellence. The paper highlights the importance of historical context in shaping education systems and suggests that lessons from Singapore’s past can inform contemporary education policy discussions, particularly in postcolonial and rapidly developing contexts.
Enhancing the Speech Delivery Skills of Grade 12 Learners Through Target Public Speaking Workshop Abellana, El Chamberlain; Abellana, Losel Mae S.; Lovido, Florabel C.
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.v2i2.50

Abstract

This study evaluates the implementation of a speech training workshop designed to enhance public speaking skills among senior high school learners at Bukidnon National High School. Recognizing the critical importance of communication skills in academic and professional settings, the workshop was developed using techniques from the Toastmasters International Competent Communication handbook. It was grounded in Kolb’s (1984) experiential learning theory, which emphasizes learning as a cyclical process comprising concrete experience, reflective observation, abstract conceptualization, and active experimentation. These stages were integrated into the workshop structure to ensure learners actively engaged in meaningful, reflective, and practice-oriented activities. Participants underwent pre- and post-assessments to measure improvements across eight critical aspects of public speaking: content, organization, vocal clarity, vocal variety, language use, eye contact and body gestures, persuasiveness, and adherence to time. The pre-assessment results revealed participants’ fair performance, with a mean score of 2.6, categorized as “fair.” However, the post-assessment demonstrated significant progress, with a mean score of 4.0, classified as “very good.” Statistical analysis using paired sample t-tests confirmed the significance of these improvements (p<0.05), demonstrating the workshop’s effectiveness in developing public speaking competencies. In addition to quantitative data, qualitative insights were gathered through focus group discussions. These revealed that learners not only improved their technical skills but also developed greater confidence, reduced anxiety, and enhanced audience engagement. Participants particularly valued the experiential approach, which allowed them to practice speeches, receive feedback, and refine their techniques iteratively. Despite these successes, challenges remained, particularly in mastering impromptu speaking and achieving effective vocal variety. These were addressed through targeted activities, including real-time speech exercises and facilitator coaching. Overall, this research highlights the transformative potential of combining experiential learning theory with structured communication training. It provides valuable insights for educators seeking to foster critical communication skills among learners, which are essential for personal and professional success.
Assessing Final Exams for Minimum Learning Competency (MLC) Satisfaction in Seven Ethiopian Primary Schools Kebede, Workineh
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.v2i2.51

Abstract

This study aimed to assess the quality of teacher-created final exams for Grade Four students in seven government primary schools in Injibara Town, Ethiopia, focusing on their alignment with Minimum Learning Competency (MLC) standards. A qualitative content analysis was conducted on 505 exam items, with two independent raters evaluating their adherence to MLC criteria. The inter-rater reliability, measured using Cohen’s Kappa coefficient, was deemed acceptable. Additionally, a survey was administered to teachers to gauge their awareness of MLC and identify challenges in exam design and administration. Both quantitative and qualitative methods were employed to analyze the data. The results indicated that a substantial portion of the exam items did not meet MLC standards, often failing to evaluate the full spectrum of competencies outlined in the MLC framework. Most questions focused on lower-order cognitive skills, such as knowledge and comprehension, while higher-order cognitive skills and non-cognitive domains like affective and psychomotor competencies were largely overlooked. Open-ended survey responses revealed a lack of clarity among teachers in designing assessments aligned with MLC, insufficient access to resources (e.g., teaching materials, textbooks, sample exams, and digital tools), heavy workloads, and administrative challenges such as tight deadlines, lack of departmental coordination, and insufficient support from school leadership—all of which hindered the design and implementation of competency-based assessments. To address these challenges, the study recommends introducing a Competency-Based Assessment (CBA) course in teacher education programs, providing targeted training on MLC-aligned exam development, recruiting qualified teacher educators, ensuring adequate resources, reducing teacher workloads, strengthening school leadership, and establishing an exam evaluation committee. Further research in this area should also be conducted. These interventions aim to improve assessment quality, enhance teachers’ capacity to design competency-based exams, and advance the implementation of MLC standards in Ethiopian primary schools.
The Complex Interplay of Parental Stress and Parenting Styles: A Comprehensive Review of Recent Literature Mirosavljević, Ana; Sablić, Marija
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.v2i2.53

Abstract

This comprehensive review examines the intricate relationship between parental stress and parenting styles, synthesizing recent empirical findings to elucidate how stress influences parenting behaviors across diverse cultural and socioeconomic contexts. The review analyzes research published between 2015-2023, focusing on the impact of stress on five distinct parenting styles: authoritative, permissive, authoritarian, neglectful, and overprotective. The analysis reveals that while parental stress generally correlates negatively with authoritative parenting practices, some parents demonstrate remarkable resilience by maintaining authoritative styles despite experiencing high stress levels, suggesting the presence of important protective factors that warrant further investigation. The relationship between stress and permissive parenting shows notable cultural variations, with practices considered “permissive” in Western contexts often viewed as developmentally appropriate in collectivist cultures, highlighting the importance of cultural sensitivity in research interpretation. The review found robust evidence for a positive association between stress and authoritarian parenting, mediated by factors such as emotion regulation skills and socioeconomic status. Additionally, the analysis highlights an understudied but critical link between chronic stress and neglectful parenting, particularly in contexts of economic hardship, emphasizing the need for targeted interventions in vulnerable communities. Furthermore, the findings indicate a bidirectional relationship between stress and overprotective parenting, suggesting potential feedback loops that may perpetuate both stress and overprotective behaviors. The integration of advanced methodological approaches, including neurobiological measures and machine learning techniques, represents a significant advancement in research practices, offering new insights into the mechanisms underlying stress-parenting relationships. These findings have important implications for practitioners, researchers, and policymakers, suggesting the need for culturally sensitive, context-specific interventions that address both parental stress and parenting behaviors. Future research directions should prioritize longitudinal designs, diverse sampling, and multi-method assessments to better understand this complex relationship across different populations and contexts, particularly focusing on understudied communities and cultural groups.
Stop Brain Rot! Why We Must Give Narrative Language Priority Sage, Rosemary
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.v2i2.54

Abstract

The Oxford University Press (OUP) chose “brain rot” as the 2024 word of the year. Rot means decay or weaken – the latter is more appropriate in this context with a focus on mental deterioration due to technology use limiting higher-level thinking from less face-to-face talk. The British Broadcasting Corporation (BBC, 23.11.24) reported a national study of teenagers who spent between 7-14 hours daily on phones. They were asked to use cutback strategies, like putting phones on silent, leaving them elsewhere if studying or sleeping, and turning off notifications. Participant interviews revealed the benefits of reduction strategies, detailing more direct people contacts to feel happier, less anxious and better able to cope. Direct talking with others led to improved thinking and decision-making, so solving problems more effectively from sharing and refining ideas (Kalk et al, 2024). However, the communication process is marginalised in UK education and rarely fully taught and understood, but regarded as a workplace priority for effective job performance in cosmopolitan settings. Studies show a decline in cognition and appropriate actions dependent on high narrative language levels (R, Sage & L. Sage, 2024). Routine procedures are now implemented by intelligent machines (robots) requiring humans to operate at more complex thinking levels to solve life problems. This article results from a UK teenage pilot study finding that narrative discourse is a daily life-problem resulting from differing multicultural communication styles (Sage, 2024 in press). The introduction defines narrative, with 3 sections discussing the topic: 1) Narrative Discourse and Cognition 2) Information Processing Strategies, and 3) Brain Dominance Implications with a discussion and conclusion.
Student Engagement as a Factor of Successful Online Course Completion Roubides, Pascal; Roubides, Adwyn
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.v2i2.55

Abstract

The following monogram discusses a quantitative case study funded via a grant award which was aimed at discovering correlations of course access levels and academic success in an online gateway mathematics course at a higher education institution in south Florida, USA. In particular, the study aimed at investigating whether student engagement in a general education online mathematics course, College Algebra, as measured by the frequency of student course logins, might correlate with successful completion of the course itself. The study addresses the need for quantitative measures to identify at-risk student behaviors in online learning environments, where subjective faculty judgment often delays or limits effective interventions. Results obtained show a positive correlation between the frequency of student course logins and their respective final course outcomes. Despite challenges accessing a higher level of detailed course engagement data, as initially intended, the study results statistically support the hypothesis that increased course access correlates with better academic outcomes. The study also aligns with activity theory, which emphasizes that meaningful learning arises from active engagement, as well as with recent studies on student engagement challenges in online learning. It is the author’s point of view that the current study is an important first step in statistically quantifying such expected relations and promoting further study and application of quantitative metrics in regards to addressing online students’ course engagement challenges and hopefully lead to early warning systems that can increase timely interventions, and by extension, increase overall rates of student retention and success in online environments.
Direct and Indirect Evaluation Strategies for Course Outcome (CO)-Program Outcome (PO) Attainment of Engineering Physics Course Sharma, Archana
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.v2i2.60

Abstract

The constant pursuit of bettering goods, services, or procedures is known as continuous improvement. These initiatives may aim for “incremental” advancement over time or simultaneous “breakthrough” progress. This study examines the evaluation of course exit surveys used to rate first-year undergraduate engineering students at K J Somaiya College of Engineering, one of the higher educational institutions in Mumbai. Students’ perceptions of teaching and learning, their knowledge and abilities linked to Program Outcomes (POs), their assessments of the contributions of their lecturers, their views on academic resources and overall academic performance were all covered in the course exit survey for the subject of Engineering Physics. Prospective institute graduates’ questionnaires have been found to be one of the most useful tools for evaluating the program curriculum’s strengths and weaknesses. The effectiveness of the engineering physics course on the students of the first year B. Tech is determined by student input on their performance and satisfaction. The study was conducted for academic year 2023-24 syllabus structure, for different branches of first year students. The course exit survey is floated among the students in every semester. Outcome-based education strategies have been validated when the entire curriculum aligns with the program outcomes. According to the survey, roughly 70% of participants concur that the curriculum for the Physics is appropriate and helps in enhancing their life-long learning. The objective is to evaluate the effectiveness of the course, identify areas for improvement, and understand students’ perspectives on various aspects of the curriculum, teaching methods, and overall learning experience. The survey covers topics such as course content, teaching quality, assessment methods, and resources provided. The feedback collected is analyzed to provide actionable insights for enhancing the course structure and delivery.
Student’s Perception of Syllabus Adoption in Higher Education; Redesigning for the Age of AI Mosae, Tlalane; Kaushal, Rekha
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.v2i2.61

Abstract

This research investigates the incorporation of artificial intelligence (AI) within higher education curricula, concentrating on students’ views regarding necessary syllabus modifications to adequately prepare for a future influenced by AI. The study delineates three primary objectives: to determine what elements should be included in the syllabus, to identify key AI tools for academic growth, and to understand the challenges associated with embedding AI into current educational frameworks. A qualitative research study was adopted, employing semi-structured interviews with ten students selected through purposive sampling. A thematic analysis was performed to uncover recurring themes and insights. The results reveal a significant demand for AI literacy, project-based learning, and practical applications as vital components of a restructured syllabus. Students identified tools such as Grammarly, ChatGPT, and specialized AI platforms for various disciplines as essential for academic achievement. Nonetheless, the challenges of over-reliance on AI, diminished creativity, and complacency were also noted. This investigation highlights the necessity for a syllabus that effectively balances technological integration with the maintenance of creativity and critical thinking. By considering student perspectives, higher education institutions can enhance readiness for graduates poised to enter an AI-influenced job market. The implications of this study suggest that educators should emphasize the inclusion of project-based learning modules that motivate students to leverage AI tools for addressing real-world challenges. Faculty development programs should aim at providing educators with the competencies required to assist students in the ethical and productive application of AI. Future inquiries should examine faculty opinions and the long-term effects of AI-enhanced syllabi.
Derivative Classes in Secondary Education Silva, Circe Mary Silva da
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.v2i2.67

Abstract

The aim of this study was to identify how an experienced teacher introduces the concept of derivative in secondary education in Lisbon (Portugal) and to verify whether commognition, as proposed by Anna Sfard, is applicable in this context. The qualitative case study approach was adopted, data were collected in a public secondary school classroom, using observation techniques. The analysis focused on identifying the teacher’s methodological approach, based on Sfard’s four categories: Word Use; Visual mediators; Endorsed Narrative and Routine. However, routines were further subdivided into two subcategories: classroom routines and mathematical routines. Six episodes illustrating mathematical routines were analyzed in detail. The findings showed that symbolic, graphic and gestural visual mediators were consistently present in all lessons. The endorsed narrative was constructed through stated definitions and theorems that are demonstrated, and are consistently present in all lessons. The concept of derivative was constructed from the concept of average rate of change, followed by the notions of approximation, limit and finally derivative at a point. The approach to the concept of derivative was formalized, with some appeal to intuition. The study concludes that traces of commognition, as proposed by Sfard, are observed classes. Given the limited research on the teaching of derivatives at both the secondary and higher education levels, this study contributes valuable insights into how this fundamental concept of Differential Calculus is taught in secondary education.
Feedbacks of Employers on Graduates of a State University’s External Campus in the Philippines Lagrimas, Juliet C.; Ballado, Ronato S.; Giray, Yves Gerald E.
Journal of Research in Education and Pedagogy Vol. 2 No. 3 (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.v2i3.32

Abstract

The study determined the feedback of employers on the work competence of graduates and crafted enhancement activities along the findings of the study. It was conducted at the University of Eastern Philippines, Laoang Campus. The study utilized a quantitative research design, particularly the descriptive design. Using purposive and quota sampling, it involved the immediate heads/supervisors of 150 graduates of the institution. To gather the needed data, a 20-item survey questionnaire was utilized. The data were subjected to statistical treatment using frequency counts and means. The study revealed that generally, the graduates were rated Very Satisfactory by the immediate heads/supervisors. The highest means of the graduates were on human relation skills, work ethics, and adequacy of knowledge in the work, while the lowest means were on leadership skills, entrepreneurship skills, and risk-taking skills. The Engineering graduates were rated Excellent, while Teacher Education, Criminology, and Industrial Technology graduates were rated Very Satisfactory. Graduates manifested Excellent ratings in human relation skills, work ethics, adequacy of knowledge in the field of work, capacity to learn new skills and procedures, ability to apply knowledge to the workplace, adaptability and flexibility, and teamwork. It is concluded that the graduates are doing well in their workplaces, although there are areas to improve in their workplace competence. The findings served as inputs for crafting curricular enhancement activities, particularly for the areas needing improvement.

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