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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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Addressing Pronunciation Challenges Among Filipino Senior High School Learners: Strategies and Pedagogical Implications Abellana, El Chamberlain
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.v2i3.82

Abstract

This study investigates common pronunciation challenges faced by Filipino Senior High School learners in their English language acquisition. It explores factors contributing to these difficulties, such as L1 influence, dialectal variations, and the lack of phonetic awareness. Additionally, it examines pedagogical strategies to enhance pronunciation skills and improve learners’ intelligibility. A total of 60 students from different strands are selected to participate in pronunciation tests and surveys. Through a mixed-methods approach involving pronunciation tests, surveys, and teacher interviews, the study identifies key error patterns, including difficulties with consonant sounds (/f/ vs. /p/, /v/ vs. /b/), vowel shifts, and incorrect word stress placement. These challenges are attributed to linguistic interference, limited exposure to native pronunciation models, and ineffective pronunciation instruction in the classroom. Findings suggest that explicit phonetic instruction, communicative activities, and technology-assisted learning can significantly improve learners’ pronunciation proficiency. The use of audiovisual materials, phonetic transcription, and real-life conversation practice is found to be effective in addressing these challenges. Furthermore, teacher training in pronunciation instruction and the integration of pronunciation-focused activities in English curricula are recommended to enhance students’ speaking skills. By addressing these pronunciation barriers, students can develop greater confidence in spoken English, facilitating better academic and professional communication.
Integrating Universal Design for Learning Principles in Chemistry Education Rai, Reeta; Choden, Kezang; Lhapchu, Lhapchu; Rinchen, Sonam
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.v2i3.85

Abstract

Universal Design for Learning (UDL) is a transformative educational framework for creating inclusive and equitable learning environments. Studies have documented its effectiveness in school chemistry education, particularly in improving accessibility and engagement. This study supported the understanding and application of UDL through a practice-based professional development programme for secondary school chemistry teachers teaching grades IX to XII using open educational resources (OERs) on atomic structure and organic chemistry, specifically designed in alignment with the principles of UDL. Teachers were given six weeks per module to engage with the content and apply UDL principles in their classrooms to improve instructional practices. The study investigated teachers’ understanding and application of UDL principles using pre-test and post-test assessments, lesson plan evaluations, classroom observations, and interviews. Test results showed that the intervention improved teachers’ UDL competencies, with remarkable gains in content representation in both the modules and student engagement through multiple strategies in atomic structure. However, the improvement in engaging students through multiple strategies during organic chemistry lessons and the use of multiple assessment methods across both modules was smaller, indicating a need for additional support in these areas. Lesson plans and reflection reports showed high proficiency in content representation and student engagement in both modules, and creating multiple means of expression in organic chemistry, but moderate proficiency in creating diverse opportunities for expression in the atomic structure module. This study emphasises the effectiveness of integrating UDL-based OERs into professional development initiatives for secondary school chemistry teachers. Such integration not only strengthens teachers’ instructional practices but also contributes to building more inclusive classrooms that accommodate diverse learners’ needs. Accordingly, this study recommends supporting teachers’ professional development programmes using UDL-based OERs to enhance their instructional practices and inclusive and equitable learning environments in chemistry education and beyond.
Conceptualizing Learner-Focused Pedagogy: Approaches to Instruction and Learning Outcomes Takona, James P.
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.56

Abstract

This research utilizes a structured narrative literature review methodology to examine the impact of learner-focused pedagogy on student engagement, autonomy, and academic achievement in different educational settings. Databases that included ERIC, JSTOR, Google Scholar, and various others were utilized to collect pertinent research, mainly published from 2013 to 2024. While the emphasis was on recent developments, 13 fundamental studies published prior to 2013 were intentionally included to provide key theoretical foundations, guaranteeing that the review presents both a historical perspective and a progressive synthesis. A structured narrative review was utilized to comprehensively synthesize various perspectives and emerging trends without using PRISMA or Cochrane protocols. The research emphasizes important methods like cooperative learning, ongoing assessments, and the use of technology that encourage critical thinking, self-management, and social growth. The results show that student-centered methods boost participation and develop key 21st-century abilities like problem-solving, adaptability, and teamwork. Nonetheless, obstacles like teacher readiness, institutional inflexibility, and unequal access to resources impede wider adoption. Addressing these obstacles necessitates focused professional growth, flexible curricula, and fair access to technological tools. This research provides actionable suggestions for teachers, decision-makers, and school administrators to create inclusive and flexible educational settings. Upcoming studies should feature systematic reviews following recognized protocols, longitudinal research to gauge lasting effects, and comparative evaluations to examine cross-cultural adaptability. By tackling current obstacles and encouraging evidence-informed methods, learner-centered education can enhance educational results and foster lifelong learning.
Writing Metacognitive Awareness and Writing Performance Anxiety among Senior High School Students at a Philippine University Roxas, Mark Joshua
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.62

Abstract

Strengthening senior high school learners’ oral and written language skills is a prominent focus of the K12 program. In this level, students encounter intricate writing concepts that necessitate advanced cognitive abilities. Hence, metacognitive awareness is crucial in scaffolding students’ development and understanding of complex writing skills and conventions. This study sought to assess the relationship between senior high school students’ writing metacognitive awareness and writing anxiety. Two adopted questionnaires—the Metacognitive Awareness Writing Questionnaire (MAWQ) by Farahian (2017), and the Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) were administered to 120 senior high school students who were selected through convenience and availability sampling. The data were analyzed using descriptive statistics (frequency, percentage, and mean), and Spearman’s rho test of relationship. The results revealed that the respondents demonstrate a commendable degree of metacognitive awareness in various aspects of writing. The study further noted that the respondents experience anxiety in performing writing tasks. Their anxiety in writing impacts their metacognitive abilities, as the analysis showed a significant moderate positive monotonic relationship (rs = 0.36224, p (2-tailed) = 5E-05) between the respondents’ extent of writing metacognitive awareness and level of writing anxiety. Therefore, students who have a high extent of metacognitive awareness may experience a high level of writing anxiety, and vice versa. Anchored on the findings, the study recommends that teachers implement various strategies to support students in managing their anxiety during the writing process. These strategies can contribute to improving the overall writing experience for senior high school students.
The Effective College Teacher: Views of Students Ballado, Ronato S.
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.66

Abstract

The teacher is one of, if not the most essential, factors in the teaching-learning process. The study explored the qualities of effective college teachers through the lens of the most important stakeholder of education - the students. The study involved college students of the University of Eastern Philippines Main Campus as respondents sampled proportionally from different year levels and colleges. The study utilized a descriptive research design and an open-ended questionnaire as an instrument. Responses of the students were classified into themes, utilizing frequency counts, percentages, and ranking as statistical tools. Characteristics of teachers were generally grouped into two categories – affective competence and professional competence. For students, an effective teacher is kind, understanding, approachable, and has good interpersonal relations for affective competence and knowledgeable, innovative, punctual, has good communication skills, and has technical know-how for professional competence. The two groups of competence are overlapping, as one cannot be easily demonstrated without the other. The students have varied conceptions of what an effective college teacher is. Learning institutions may consider these competencies in the evaluation of collegiate faculty members. Considering the effective characteristics of teachers in the evaluation of faculty members will redound to the overall improvement of the competence of faculty members.
Needs Analysis about Female Students’ Interest and Anxiety for the Development of the Science Module Muhammad, Tukur; Aja, Lucy; Joyce, Shakiro
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.80

Abstract

Science is still the best way for a country to advance technologically in the modern world, and women have been engaged in scientific endeavors for decades. Therefore, it has been widely acknowledged that enhancing science education and providing female children with job opportunities is essential for national growth. However, gender inequality against female students in science classes has been acknowledged in Nigeria. This issue is caused by parental views, religious beliefs, cultural influences, and female students’ lack of interest and anxiety in science classes, which has led to a decline in the number of girls enrolled in secondary schools in Nigeria. Therefore, this study investigated the problems in science curricula and textbooks as well as the reasons for female students’ lack of interest in and worry about learning science. A checklist of questions about interest in and worry about learning science was used to examine the scientific curricula and texts. Focus groups with particular SS II female students were also held utilizing the interview methodology. The results showed that problems with the Nigerian scientific textbooks and curriculum contribute to the uninteresting nature of science instruction. However, the focus group interview results show that female students face obstacles that make them less enthusiastic and nervous about studying science in secondary school. This led to the determination that a teaching module incorporating factors related to interest and anxiety in science learning was necessary.
Struggling for Coherence: Analyzing Essay Writing Difficulties Among Filipino Junior High School Students Ada, Hazel C.; Funa, Aaron A.
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.83

Abstract

Despite ongoing efforts to strengthen writing instruction in the Philippines, coherence, the logical organization and flow of ideas, remains a persistent yet underexamined difficulty, particularly in essays written in Filipino. Most existing studies emphasize surface-level issues such as grammar and vocabulary, often overlooking the deeper organizational challenges students face. This study addresses that gap by exploring coherence-related difficulties among 131 Grade 7 and 8 students in a public school in Eastern Visayas, using a quantitative-descriptive design. The researchers applied the Complex Dynamic Systems Theory to understand coherence as an emergent, nonlinear skill shaped by learner characteristics and instructional context. Results revealed a mean coherence score of M = 2.26 (SD = 0.45), indicating poor to fair performance, with “ideas are very difficult to follow” scoring the lowest (M = 1.73). Contrary to common developmental assumptions, older students exhibited more coherence challenges (r = .34), and male students significantly underperformed compared with females (r = –.85). Strong positive correlations were observed between coherence and both general academic average (r = .87) and Filipino subject grade (r = .65). These findings suggest that coherence is not only linguistically demanding but also developmentally fragile, requiring targeted, differentiated instruction. The study offers new insights into how coherence may be better supported in multilingual classrooms and calls for curricular reforms that treat coherence as a core writing outcome in Filipino, not a peripheral skill.
Relationship Between Enthusiasm in Teaching and Teacher Turnover in Public Secondary Schools in Bushenyi Ishaka Municipality, Uganda Bindeeba, Tukahirwa Evas; Muhammad, Tukur; Aja, Lucy; Tumwesigye, Alex Behakanira
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.107

Abstract

Teacher enthusiasm, defined as the integration of positive emotional experiences—such as enjoyment in teaching—with their outward expression through observable behaviors, is widely recognized as a vital attribute of effective and high-quality instruction. Although research on teacher enthusiasm has a long tradition within educational psychology, much of it has predominantly emphasized teachers’ external manifestations during instruction, including voice, tone, facial expressions, and body movements or gestures. The present study explores the relationship between enthusiasm in teaching and teacher turnover in public secondary schools in Bushenyi – Ishaka Municipality, Uganda. Specifically, it assesses the extent to which enthusiasm in teaching relates to teacher turnover in public secondary schools in Bushenyi-Ishaka Municipality. The research design was a cross-sectional design. A mixed-approach research approach, which blends quantitative and qualitative methods within a single study, was used. The population size was 4454, and the sample size used was 367 respondents selected randomly but proportionately depending on the number of teachers and students using Sloven’s formula. The instruments used for data collection were questionnaires and interview guides. The collected quantitative data were analyzed using Pearson correlation and multiple regression analysis with the aid of SPSS software version 27.0. Qualitative data were thematically analyzed. The reliability of 0.872 was established using the Cronbach formula. Frequencies, means, and percentages were also employed. The findings revealed a strong negative correlation between teaching enthusiasm (TE) and teacher turnover (TT), with a correlation coefficient of -0.789 (p < 0.05), indicating that higher teacher enthusiasm is associated with lower turnover rates. The multiple regression analysis showed that motivation contributes significantly to teacher turnover, explaining 64.5% of the variance (R² = 0.645). The model underscores the importance of teacher enthusiasm in reducing turnover rates. Therefore, teachers who demonstrate high enthusiasm for their work are more likely to stay in their positions, leading to a reduction in teacher turnover. Given the above findings, it is recommended that educational leaders prioritize the development of supportive teaching environments. By focusing on these areas, schools can improve teacher satisfaction and retention, ultimately leading to a more stable and effective educational setting for students.
The Influence of Advanced Leadership Education on the Management of Pedagogical Transformation Anyanwu, Raymond Ndubisi; Payet, Sanage Anne-Marie
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.108

Abstract

While effective change management is contingent upon robust and strategic leadership, occupying a managerial position does not inherently confer the ability to lead change successfully. This study examined the effectiveness of school managers holding advanced leadership qualifications in implementing policies designed to facilitate pedagogical transformation. The study aimed to assess teachers’ policy knowledge and to determine the extent of institutional support provided for policy implementation. It is hypothesised that teachers working in schools led by managers with higher leadership credentials demonstrate greater policy knowledge and receive more professional support. Using a qualitative, descriptive, cross-sectional survey design, a semi-structured questionnaire comprising three sections - respondent demographics, policy knowledge, and support - was administered to 104 teachers from three purposively selected primary schools located on Mahé, the main island of Seychelles. Descriptive statistical techniques were applied to analyse categorical data, yielding item-response frequency percentages, while qualitative coding was used to identify emergent themes within textual data. The results indicated that while a significant number of teachers demonstrated policy knowledge deficiency, they nonetheless received adequate support, rendering the initial hypothesis only partially substantiated. Policy knowledge deficiency among teachers may result in strategic myopia, fragmented implementation of frameworks, and ultimately suboptimal outcomes. Conversely, adequate support can alleviate stress, encourage policy adoption, and contribute to improved educational attainment. This pioneering study conducted in Seychelles provides valuable insights into the impact of advanced leadership qualifications on pedagogical change management. It further presents evidence-based recommendations to address policy knowledge gaps among teachers, strengthen institutional support mechanisms, and guide future research, thereby deepening the understanding of challenges inherent in leading pedagogical transformation.
Innovative Teaching Strategies for Information Technology and Engineering Students Kahare, Muhini L.; Howe, Emmanuel L.
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (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.v2i4.113

Abstract

In our technologically globalized world, higher education teachers need to adjust themselves to modern teaching techniques to help students learn easily and be innovative. Integration of Information, Communication, and Technology (ICT) assists teachers in meeting the demand for technology-based teaching and learning tools. Innovative teaching tools are facilities that are currently replacing traditional teaching methods. In the fields of computer science and engineering, information and communication technology (ICT) innovative teaching approaches are regarded as one of the most crucial components for advanced teaching and learning. Teaching in Higher education is facilitated by a variety of software programs, apps, and information management systems. Innovative teaching encourages students’ engagement and cultivates the spirit of creativity. For engineering students to succeed in their fields of study, they need to have intrinsic motivation toward learning. Educators who are teaching computer science and engineering courses are required to be creative and use innovative teaching approaches to engage every student. The purpose of this paper is to share strategic knowledge with fellow lecturers in the field of computer sciences and engineering on how to effectively teach and engage students using various tools that are available on the internet and at our disposal. The focus of this paper was on innovative teaching strategies that students prefer to use in their studies. Findings from the study highlighted that most of the students preferred practical teaching methods and industry projects. Evidence was gathered from students enrolled under the Faculty of Engineering and Technology from Eswatini, Botswana, and Namibia campuses using a purposive sampling.

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