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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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Blended Learning: A Comprehensive Review of Recent Insights and Challenges Ahmed, Khawlah
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.v2i3.64

Abstract

As education evolves alongside rapid technological advancements, blended learning (BL) has emerged as a key pedagogical approach that combines traditional face-to-face instruction with online components. This integration aims to create flexible, personalized, and dynamic learning environments. Grounded in constructivist learning theory, this study employs a qualitative approach, analyzing existing literature and post-pandemic developments to assess the benefits and challenges of BL in higher education. The findings underscore the transformative potential of BL in enhancing student engagement, improving learning outcomes, and fostering greater autonomy. However, the study also highlights persistent challenges such as technological barriers, unequal access to digital tools, and gaps in digital literacy among both students and faculty. Effective implementation of BL depends on thoughtful instructional design, strong alignment between delivery modes, and the use of active learning strategies such as collaborative projects, discussion forums, and multimedia integration. Institutional support, including reliable technological infrastructure, professional development, and scaffolded learning opportunities, is crucial to address these challenges and ensure inclusivity. The study also calls for future research into the long-term impact of BL on academic performance, learner motivation, retention, and psychological well-being. Emerging technologies like artificial intelligence (AI), virtual reality (VR), and learning analytics offer promising tools to enhance the personalization, adaptability, and scalability of BL environments. However, their integration demands deliberate policy planning, ethical oversight, and sustained investment. For educators, instructional designers, and policymakers, this study provides actionable insights that can be used to inform curriculum development, strategic planning, and institutional readiness for future educational models.
Fluency Development Approach on Students’ Reading Accuracy and Comprehension Level Abellana, Losel Mae; Nueva, Jeneifer
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.v2i3.69

Abstract

Fluency Development approach (FDA), also called Fluency Development Lesson, is a useful approach to teaching reading fluency that involves modeling fluency reading, assisted reading, repeated reading, word study, performance reading, and home and school involvement. It assessed the reading accuracy level in Word Count Per Minute (WCPM) of students before and after exposure to FDA, identified the comprehension level of students before and after exposure to FDA, determined the significant difference in the reading accuracy level of the students before and after exposure to FDA, and ascertained the significant difference in the reading comprehension of the students before and after exposure to fluency development approach. This determined the effect of the FDA on the reading skill of the Grade 8 frustrated readers of Kalilangan National High School for the school year 2017-2018. The study used a pretest-posttest experimental design, which involved the 38 respondents, identified based on the Diagnostic Reading Inventory test. Also, it utilized two instruments: The Fluency Accuracy: Assessment and Norms, focusing on the word count per minute (WCPM) and the Philippine Informal Reading Inventory (Phil-IRI) materials in assessing the accuracy and reading comprehension level of students. The results revealed that the reading accuracy and comprehension level of students showed a significant difference in the posttest results. Both reading accuracy and comprehension level of students improved in the posttest, but the improvement was not enough to reach the level required for Grade 8 high school students. Despite the limitations, it could still be concluded that the FDA helped improve students’ accuracy and comprehension level.
Enhancing School Adjustment in Secondary School Students through Artificial Intelligence Naz, Huma
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.v2i3.72

Abstract

School Adjustment is a critical factor in the overall development and well-being of secondary school students, influencing their academic performance, social integration, and emotional health. The integration of artificial intelligence in education offers an innovative solution to support students during this transitional phase. This paper explores how artificial intelligence correlates with school adjustment. This study was conducted on secondary school students of CBSE, ICSE, and U.P board students. Here, to examine the school adjustment of secondary school students from CBSE, ICSE, and U.P. boards, and to explore the relationship between the use of artificial intelligence and their school adjustment across these educational boards. In this study, the researcher used self-constructed tools (Artificial Intelligence Scale and School Adjustment Scale). A total of 300 secondary school students’ data was collected using the psychological tools. This paper indicates that students have different levels of school adjustment due to boards. In CBSE and ICSE boards students school adjustment is higher than as compared to U.P board students because in U.P board school does not get effective learning resources. This study found a moderate correlation between artificial intelligence and school adjustment. This study highlights the transformative potential of artificial intelligence in fostering a supportive and inclusive school environment for secondary school students.
Hammond’s Cube Evaluation Model Adapted to Current Conditions: Is It Appropriate? Pratama, Ryan Angga
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.v2i3.73

Abstract

In the original model of “Hammond’s Evaluation Cube (1967)”, educational evaluation focused on three main dimensions: (a) Behavior, consisting of Cognitive, Affective, and Psychomotor aspects, (b) Instruction, consisting of Organization, Content, Method, Facilities, and Cost, (c) Institution, consisting of Student, Teacher, Administrator, Education Specialist, Family, and Community, with a 3×5×6 evaluation structure, resulting in a total of 90 evaluation cells. However, with the dynamic changes in education in the era of technology, the 21st-century global demands, and developments related to the Industrial Revolution 4.0 and Society 5.0, the author proposes further development of this model to make it more relevant in the modern educational context. The method used is a critical analysis and literature review of Hammond’s Evaluation Cube (1967), with an emphasis on the relevance of the model to current educational developments. The findings produced are that the author offers an updated model with three main dimensions: (a) Behavior, consisting of Cognitive, Affective, and Psychomotor aspects, (b) Instruction, consisting of Organization, Content, Method, Facilities, and Cost, (c) Institution, consisting of Student, Teacher, Administrator, Education Specialist, Family, Community, AI and Data Specialist, Technology/IT Support, and Policies/Regulations, with a 3×5×9 evaluation structure, resulting in a total of 135 evaluation cells. The implication of this study is that the “Hammond Evaluation Cube Adapted to Current Conditions (2025)” can be a richer and more relevant evaluation model for modern education. This model can help educational institutions identify needs, strengths, and challenges in technology integration and in preparing students for an evolving future.
Exploring Professional Ethics in a Competence-Based Curriculum Implementation at a Teacher’s College in Rwanda Dzavo, Joseph; Musaniwa, Onias; Maizere, James; Mutseekwa, Christopher; Nduwayo, Emmanuel
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.v2i3.74

Abstract

Professional ethics are crucial for implementing quality education within any society, as they play a vital role in deploying educational programmes in learning institutions. With this in mind, the researchers identified challenges related to professional ethics faced by staff at a Teacher Training College in Rwanda while implementing a Competence-Based Curriculum (CBC). These observations prompted the researchers to investigate the impact of professional ethics within the implementation framework, alongside various other potential factors. A qualitative approach and a single case study design were employed. Participants were purposively selected from the chosen Teacher Training College(TTC) in the Eastern Province for semi-structured interviews with six tutors. Ten student teachers were also purposively sampled for a focus group interview. Observations of tutors’ daily routines were conducted, and document analysis was utilised. The data generated were analysed thematically. The study was guided by Rogan and Grayson’s (2003) theory of Curriculum Implementation (CI) and Rest’s (1983) four-component model (FCM) of morality. The findings revealed that tutors’ professional conduct influenced their commitment to duty, preparation, methodology, and punctuality. Furthermore, the study established that tutors were not adequately equipped with professional ethics to interpret and implement the CBC in line with 21st-century trends. Additional findings indicated that tutors rarely related their teaching actions to ethical principles. Last but not least, student teachers had expectations of modelling best practices from their tutors. Fulfilled expectations would see effective CBC implementation. The study concluded that a lack of professional ethics in tutors affects effective CBC implementation in the TTC. Some recommendations include ongoing professional development to enhance the tutors’ cognitive and dialogical competencies necessary for reflecting on their actions, and equipping them with ethical reasoning and professional responsibility. Finally, the Government of Rwanda is urged to revisit the Tutors’ training curriculum to enhance professional undertakings.
The Influence of Science Laboratory Management on Increasing Manager Performance at SMA IT Yarsi Mataram Aldian, Hendy; Wahyudiati, Dwi; Bahtiar, Bahtiar; Alfarisi, Salman
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.v2i3.75

Abstract

The aims of this research include exploring the influence of laboratory management on the performance of managers (laboratories) at SMA IT Yarsi Mataram. This research uses a quantitative approach with a correlational type of research. The research method uses statistical research methods with an analytical design. The data collection technique uses observation, which consists of 1 independent variable, namely laboratory management, and 2 dependent variables, namely manager performance and science process skills. There are 2 instruments used, namely a questionnaire instrument for manager performance variables, and an assessment sheet for science process skills. The total population is 78 people, and the sample is 30 people. The research results show that, among other things, there is no influence of laboratory management on manager performance; this can be seen from the significance value obtained from the ANOVA test, namely 0.221, which is greater than the 5% significance level, namely 0.05. This means that the differences or variations in laboratory management are not strong enough to influence changes in manager performance. This could be caused by other factors outside of laboratory management that are more dominant in influencing performance, such as leadership style, organizational culture, work motivation, or the performance appraisal system used. The implication of this study is the importance of the laboratory as a place to develop students’ science skills practically. So, to provide maximum implementation, laboratory management is needed with laboratory assistants who have good performance, so that the final results in science learning can achieve the intended goals.
Communication and Organisational Effectiveness in Selected Public Universities in Uganda Turyahikayo, Wilberforce; Mugizi, Wilson
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.v2i3.77

Abstract

Organisational effectiveness is critical for universities as it enhances stakeholder satisfaction, improves employee relations, streamlines business processes, promotes learning and development, and contributes to overall institutional success. However, achieving organisational effectiveness has remained a significant challenge for public universities in Uganda. This study examined the influence of communication on organisational effectiveness, focusing on how communication structure, flow, climate, and message characteristics influenced organisational effectiveness. The study adopted the quantitative approach; hence, a correlational research design was employed in this study. The study focused on a sample of 231 university managers, which included a diverse group of both academic and administrative leaders from four public universities in Uganda. The carefully selected study participants represented the various levels of management within the institutions, ensuring a comprehensive perspective on the role of communication in organisational effectiveness. The data were gathered using self-administered questionnaires capturing detailed information on various aspects of communication, including structure, flow, climate, and message characteristics, and organisational effectiveness in terms of productivity, adaptability, and flexibility. The findings from the descriptive analysis revealed that while organisational effectiveness was moderate, communication levels were high. The PLS-SEM results showed that communication structure, flow, and climate had a significant positive effect on organisational effectiveness. The study concluded that a well-defined communication structure is essential for effective organisational effectiveness, effective communication flow involving smooth information exchange is crucial for organisational effectiveness, and an organisational climate that fosters effective information exchange is essential for organizational effectiveness. Therefore, university managers should focus on creating a clear communication structure, ensuring the smooth flow of information, and cultivating a conducive communication climate to promote organisational effectiveness. The implication of this study is that it underscores the importance of a well-defined communication structure, effective communication flow, and positive communication climate as essential components that can significantly enhance organisational effectiveness in universities.
A Survey on Artificial Intelligence Role in Transforming English Language Teaching Mthethwa, Patrick; Hlatshwayo, Sithembile; Sibandze, Nkosinathi
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.v2i3.78

Abstract

Artificial Intelligence (AI) has emerged as a powerful educational tool, offering innovative solutions to enhance learning outcomes across various disciplines. No reasonable explanation can convince today’s generation to ignore artificial intelligence in their educational and social practices. In the realm of English language education, AI technologies are revolutionizing traditional teaching methods, providing personalized learning experiences while preparing learners for the demands of the globalized world. This study explored the role of artificial intelligence in transforming English language teaching in the context of Eswatini. The main objective was to establish teachers’ views on the role of AI in language teaching. The study adopted a concurrent mixed-methods design, consisting of twelve (12) consenting participants. An open-ended questionnaire was used to collect data, which was later coded to allow inductive categories to emerge. Content analysis was used as a data analysis method. Furthermore, the qualitatively analyzed data were transformed into numerical values and were subjected to SPSS for descriptive statistics, mainly frequencies. The findings revealed that participants view AI as a helpful educational tool that could be used for English language teaching. The findings also revealed polarized views regarding whether or not AI is helpful. Some participants think AI is not helpful, and they will not use it for teaching. Others lament the fact that they are unfamiliar with AI and cannot use it in teaching. Based on the main findings, the study concludes by noting the value of using AI in English language teaching. There is a need for the adoption of AI to support English language teaching, especially in developing countries. These findings have implications for teaching and the development of an AI policy framework focusing on improving language teaching.
Socio-Demographic Patterns on Child Abuse among Secondary School Students in Uganda Patience, Ninsiima; Athanansio, Bashaija; Omare, Justine Momanyi
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.v2i3.79

Abstract

Child abuse remains a critical global concern with millions of children experiencing physical abuse at home with most of them living with mothers who suffer emotional abuse, hence becoming a serious problem. This study sought to examine the socio-demographic patterns of child abuse among secondary school students in Uganda. The study underscored the relationship between socio-demographic characteristics and levels of abuse experienced. Using a convergent parallel research design that combined both quantitative and qualitative methods. Data were collected from 239 students and 11 school administrators through questionnaires and in-depth interviews. Quantitative data were analyzed using Adjusted Odds Ratios (AOR), Confidence Intervals (CI), and p-values, while qualitative data were analyzed thematically. The findings revealed significant socio-demographic disparities in abuse experiences and reporting patterns. Female students were more likely to report abuse (AOR = 1.4, CI: 1.0–2.1, p < 0.022), indicating gender-specific vulnerabilities, while male students tended to underreport incidents due to stigma and societal expectations. Additionally, students from certain schools reported higher rates of physical and sexual abuse (AOR = 2.1, CI: 1.2–3.8, p < 0.022), highlighting the influence of institutional factors and the urgent need for improved oversight and accountability. Qualitative findings confirmed that physical harm, sexual harassment, and emotional abuse were the most common forms of abuse. Based on these findings, the study recommends strengthening gender-sensitive interventions, auditing and reforming school policies, tailoring child protection strategies to different socio-demographic groups, simplifying reporting mechanisms to be more child-friendly, and implementing comprehensive awareness campaigns. Therefore, there should be stronger national child protection policies within the education sector are crucial for ensuring the safety and well-being of children in Uganda.
Digital Divide Challenges and Their Impact on Teaching and Learning in Secondary Schools in Anambra State Okenwa-Fadele, Ijeoma; Oyeyemi, Ahmed Ademola; Akutaekwe, Emillia Chinenye; Felix, Goodseed Chidera; Ibrahim, Balami Daniel
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.v2i3.81

Abstract

The world is becoming a global village where conventional teaching and learning is changing to meet the 21st century innovation demands in terms of technological advancement in service delivery in education all over the world. This research explores the challenges associated with the digital divide and its effects on instructional practices in public secondary schools within Awka South Local Government Area, Anambra State. The study was structured around three guiding questions and a single hypothesis assessed at a 0.05 level of significance. Utilizing a descriptive survey design, the study sampled 122 teachers from a population of 488 across 19 secondary schools, selected through simple random sampling. Data collection employed a validated 15-item instrument, demonstrating a reliability index of 0.74 using Cronbach’s alpha. Results indicated a significant relationship between digital divide components, specifically accessibility, and their educational consequences and effective teaching and learning. Key statistical results include: r = 0.607 and r = 0.542 (p < 0.05). Additionally, the regression model (F (4,118) = 20.271; p < 0.05) highlighted that digital divide variables collectively accounted for notable variations in instructional outcomes. Both access challenges (β = 0.449) and impact-related issues (β = 0.251) significantly influenced outcomes. Based on these insights, the study recommends, among other that the government should provide secondary schools with adequate facilities and equipment necessary to ensure that the digital divide is relinquished. This will go a long way to see that no school is left behind in the utilization of digital tools. Additionally, suggestions for further studies were made.

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