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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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Differences in Factors that Limit School Efforts to Provide Mental Health Services by School Level: A National Analysis Simon, Chastity Harper; Slate, John R.; Martinez-Garcia, Cynthia
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.v2i4.115

Abstract

The degree to which factors limited the efforts of school leaders to provide mental health services to their students was addressed in this multiyear investigation. We analyzed national data from the National School Survey on Crime and Safety for the 2015-2016 and 2017-2018 school years. A causal-comparative research design was used because of the use of pre-existing data. In this survey, school principals and/or designees were asked about numerous school programs, student achievement, and student demographic characteristics. We analyzed only those survey questions directly related to providing mental health services. Inferential statistical procedures revealed the presence of statistically significant differences in a lack of access to mental health professionals and a lack of community support for both school years. Elementary schools had a higher percentage of effort limited in a major way by a lack of access to mental health professionals and community support than did middle or high schools. Additionally, elementary schools had the highest percentage limited in a major way for: lack of parental support, concerns about reactions from parents, reluctance to label students, and payment policies. Implications for policy and practice were discussed, as well as recommendations for further study.
Documenting d/Deaf and Hard of Hearing Children’s Psychosocial Experiences at a School in Harare, Zimbabwe Maizere, James; Dube, Loveness
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.v2i4.117

Abstract

The inclusion of d/Deaf and Hard of Hearing (d/DHH) may not be complete without considering their psychosocial issues. This study documented d/DHH’s psychosocial experiences in inclusive education at a mainstream school. The study employed a qualitative research approach and a narrative research design to guide the research process. The study population comprised all thirty-two mainstream teachers and all four school administrators at the school. Of the thirty-two teachers, ten were purposively sampled to make two Focus Group Discussions (FGDs) of five members each. Besides, two school administrators were also purposively sampled from the selected school to dialogue on their psychosocial experiences in educating d/DHH children. One of the major findings was that d/DHH children had language barriers to communicating with their hearing counterparts. The study also found that d/DHH children faced negative relationships with their hearing peers at the mainstream school, a form of social friction. The study further found that the d/DHH children benefited, psychosocially, from attending various activities with the hearing children. Based on these findings, the study recommended that all Teacher Education Programmes should make it mandatory that the Zimbabwe National Sign Language be an exit skill for all student teachers. The study further recommended that there be guidance and counselling programmes to enable d/DHH and hearing children to understand each other and cooperate.
Cross Fertilization of Ideas between Indigenous Knowledge and Western Science: Navigating the Complexity in Science Lessons Simasiku, Fredrick Simataa
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.v2i4.118

Abstract

Learners find it difficult during science lessons when they are asked to relate their indigenous knowledge to Western science, not only that they do not know that they might know it in their indigenous language, but it difficult for them to translate it into the language of teaching and learning (LoTL). The complexity of the indigenous language in science lessons hinders the integration of IK in science lessons. The aim of the study was to investigate the complexity of indigenous knowledge in science lessons that are taught in English when the teacher includes learners’ lived experiences in science lessons. Social constructivism theory was used as the lens to analyse the data. The study employs the Dialogical Argumentation Instructional Model (DAIM) and Contiguity Argumentation Theory (CAT) as analytical tools to analyze the data obtained from the learners during science lessons. The study involved Grade 9 learners taught the topic on acids and bases in a rural school in the Ohangwena region. The data were generated using lesson observation and focus group interviews with learners. The major findings of this study show that learners are loaded with indigenous knowledge before they enter the science classroom, and teachers need to use this knowledge to enhance the conceptual understanding of learners in science lessons. The study also shows that using argumentation as a teaching model helped learners to reflect back and engage their indigenous knowledge in science lessons. However, some learners were not able to cross-fertilize the indigenous knowledge into scientific knowledge due to a lack of terminology in English. Thus, the study recommends that teachers need to be trained on how to integrate indigenous knowledge into their lessons.
Enhancing Critical Thinking through Shakespeare’s Sonnet 116: A Problem-Based Approach in a Cross-Cultural Middle School Classroom Rachid, Bendraou; Yi-Huang, Shih; Sakale, Sana; Hichami, Taoufik Alaoui
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.v2i4.119

Abstract

This study investigates how Shakespeare’s Sonnet 116 is used as a resource to encourage critical thinking among third-year middle school students in a multiculturally mixed classroom setting in Morocco. Twenty-five students were involved in a learning intervention in the PBL (problem-based learning) framework, with a focus on collaborative inquiry, cultural interpretation, and performance activities. A one-group pre-test/post-test design was used in this study to examine differences in the students’ critical thinking from prior to the intervention toward after the intervention. Findings suggested that students had learned to interpret literary topics, negotiate abstractions such as love or fidelity, and relate these to their real circumstances. Discussion and production outside of the sonnet had encouraged students to exercise their interpretive skills, and they had gained experience in cognition, argumentation, and reflection. The results provide evidence of the potential of embedding classics in contemporary pedagogy, such as PBL, to stimulate students’ cognitive engagement and promote intercultural understanding. The study also demonstrates the way Shakespeare’s works, if contextualized effectively, can overcome cultural frontiers and offer wider possible resources for literacy and critical understanding. The findings suggest that literature-based instruction can offer benefits beyond the development of academic literacy skills, in helping shape open-minded, reflective individuals who can engage in thoughtful exploration of diverse views. In the final analysis, the paper supports the pedagogical benefit of using Shakespeare in Moroccan schools and calls for both lovers of literature and lovers of education to tap into literature as a conduit for critical and culturally responsive pedagogy. These educational strategies enhance classroom conversation, foster interpretative independence, cultivate empathy, promote student agency, and stimulate profound engagement with many human experiences.
Intercultural Education Values: Insights from Primary School Teachers’ Views in North Macedonia Adili, Bujar; Ameti, Makfirete; Rushidi-Rexhepi, Jehona; Zenki-Dalipi, Arbresha; Agai, Arita
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.v2i4.124

Abstract

In an increasingly diverse educational landscape, understanding how teachers perceive the foundational values of intercultural education is critical for fostering inclusive classrooms and promoting social cohesion. This research investigated whether variables such as gender, level of education, prior intercultural education, teaching experience, and the school cultural structure affect teachers’ views on the values promoted by intercultural education. To explore these relationships, a structured questionnaire was designed and pilot‑tested before full deployment, ensuring clarity and relevance of all items. A 5-point Likert Scale consisting of 8 items was applied to 217 primary school teachers in the Republic of North Macedonia. The Scale’s reliability (Cronbach’s Alpha) coefficient was found to be 0.91. Data collection achieved a 72% response rate, allowing for robust subgroup comparisons across gender, educational attainment, and other factors. T-tests and Scheffé tests were performed to determine whether there are statistically significant differences in teachers’ perceptions based on the investigated variables. Significant differences were observed based on gender, teaching experience, the cultural structure of the school, and prior intercultural education. Detailed post‑hoc analyses clarified which groups differed most markedly, highlighting the impact of targeted training. Teachers believe that intercultural education, above all, promotes “tolerance towards the culturally different”, “reduction of stereotypes and prejudices”, and “coexistence of different cultures”. Drawing on these findings, practical recommendations are offered for policymakers and school leaders. Teachers need permanent training on cultural diversity to sustain and deepen their intercultural competence and to translate these values into everyday classroom practice.
Creative Thinking in Science: Influence of Ethnicity, Gender and Grade Level in Co-educational Schools, Kenya Ongowo, Richard
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (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.v2i1.17

Abstract

The purpose of the study was to investigate the influence of ethnicity, gender and grade level on creative thinking in science among co-educational secondary school students. The study employed cross-sectional design with purposive sampling through which 363 students were sampled from 2 co-educational secondary schools in Kakamega (n = 198) and Siaya (n = 165) counties of Kenya. The entire sample was made of grade 9 (n = 95), grade 10 (n = 99), grade 11 (n = 75), and grade 12 (n = 94) students. The same sample consisted of 168 males and 195 females. Students Science Creativity Questionnaire (SSCQ) was adapted from Smith (2019), piloted and used to measure creative thinking in science. The instrument measured four dimensions of divergent creative thinking as fluency, flexibility, elaboration and originality. The data were analysed using a 4 x 2 x 2 MANOVA. The findings indicated statistically significant ethnic differences between Luo students from Siaya county and Luhya students from Kakamega county with regard to fluency and flexibility in favor of Luhya students. There were no statistically significant gender differences in creative thinking in science and statistically significant grade level differences in the dimensions of fluency, elaboration and originality. The findings have implications for pedagogic practice. Science teachers could deliberately make learning environments characterised creative learning activities which require learners to to generate multiple ideas and encourage students to solve scientific problems. Such learning environments could be made to encourage gender inclusive pedagogic practices and tailor creative learning experiences to grade level of learners. The discussion, conclusions and recommendations of the study are herein explained.
Indecent Dressing among Female Undergraduate Students: Impact on Emotional Adjustment and Cognitive Engagement of Their Male Counterparts in Anambra State Anierobi, Elizabeth Ifeoma; Nnonyelu, Ogochukwu Gloria; Nwaru, Patricia Ego
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (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.v2i1.18

Abstract

This study sought to x-ray indecent dressing among female undergraduates in a university community and its impact on the emotional adjustment and cognitive engagement of their male counterparts in Anambra State. The descriptive design was adopted for this study and guided by three research questions. The sample size for the study was 542 undergraduate male students in a government-owned university in Anambra State drawn through a multi-stage sampling procedure. Researcher designed questionnaire validated by experts in the field of Education was used in eliciting responses from the respondents. The reliability of the instrument was determined using Cronbach’s alpha to estimate the internal consistency of the instrument. The analysis gave an alpha coefficient of 0.71, 0.73, 0.70 and 0.72 for clusters 1 to 4 respectively and 0.71 for the whole cluster. Data collected were analyzed using descriptive statistics. Findings of the study revealed prevalence of indecent dressing among female undergraduate students in Anambra State. It also showed that indecent dressing among female students are sustained by many factors such as imitation of western dressing style, peer/social group pressure, fashion in vogue and poor parenting. The result further revealed that curbing indecent dressing in tertiary institutions in Anambra State is possible through creating of awareness on proper dress codes for students using bill boards. Finally, the findings of the study showed that indecent dressing among female undergraduate students has a negative impact on both the emotional adjustment and cognitive engagement of their male counterparts in Anambra State. It was recommended among others that there should be enforcement of policies against indecent dressing on campuses.
A Heritage School for Young Korean American Students Kim, Younglong; Curry, Katherine; Fiegener, Ashlyn; Olsen, Jentre; Egure, Dominic
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (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.v2i1.20

Abstract

The purpose of this study is to understand how a local heritage school in a rural area supports young Korean American students’ learning of heritage language towards the maintenance of cultural identity through the lens of Self-Determination Theory. This study addresses three research questions: How has this Korean school nurtured student motivation for learning their heritage language and culture through competence support? How has this Korean school nurtured student motivation for learning their heritage language and culture through relatedness support? And how has this Korean school nurtured student motivation for learning their heritage language and culture through autonomy support? This study was guided by a qualitative case study following Merriam and Tisdell (2016) to produce a holistic description through multiple forms of data collection including interviews, observations, and document analysis. The findings provide the context of the heritage language learning experiences of young Asian American students in the United States, addressing their unique challenges. Findings also highlight that participation in the heritage school created a bridge, connecting Korean and American cultures with community, among a minority population in a rural area; built students’ self-identity; and enhanced the competence of participants’ mother-tongue-language as well as their cultural literacy. This study emphasizes the significance of creating environments where young Asian American students feel a sense of belonging to aid the development of these competencies, especially in rural areas.
Mental Health and Out-of-Schools Problems among Adolescents in Lagos State, Nigeria Oyeyemi, Ahmed Ademola; Chukwudum, Prince Chiemeka; Okenwa-Fadele, Ijeoma
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (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.v2i1.21

Abstract

Mental health and out-of-schools problems are related to an individual’s social and physical health and is of global priority. The mental health is the complete physical, social, and mental well-being of an individual. Adolescence, including the ages between 10 and 19 years, is the phase in which changes in mental health usually occur. Half of all mental health disorders begin by the age of 14 years, but most cases are not detected or treated at all. This study examined the mental health and out-of-schools problems among adolescents in Lagos State. Two research questions were formulated to guide the study. The survey research method was used to conduct the study. The target population of the study comprised of adolescents in Ajeromi-Ifelodun Local Government Area of Lagos State. One hundred (100) questionnaires were randomly distributed to the respondents and retrieved for data analysis. A self-developed questionnaire was used for the study. The bio-data of the respondents were analysed using simple percentage and frequency counts, while the stated research questions were analyzed using mean and standard deviation. The findings of the study include: the level of awareness of mental health and out-of-schools problems among adolescents in Lagos State on the high side; there are prevalence of mental health and out-of-schools problems among adolescents in Lagos State. Recommendations were made and they are: teachers should ensure in providing a friendly teaching and learning environment relaxed with low threat in order to ensure that learning is stress-free and also a core source of motivation; Teachers should ensure the usage of appropriate teaching strategies and techniques, enhance more collaborative relationship with their students and also provide basic facilities in schools including a serene atmosphere for learning; Secondary school authorities and teachers in Lagos should ensure comprehensive monitoring of adolescents within the ages of 12-15 years with utmost priority due to the prevalence of mental health issues among them, and also take stringent punitive measures in addressing truancy and bullying from senior students.
Exploring Effective Approach to Teaching Thermal Physics: Comparing 5E Model, Differentiated Instruction and Conventional Teaching Ateko, Kenneth Darko; Owusu-Mensah, Isaac; Oduro-Okyireh, George
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (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.v2i1.22

Abstract

In this study, the effects of 5E Instructional Model (5E), Differentiated Instruction (DI) and conventional teaching method on Senior High School (SHS) physics students’ academic performance in Thermal Physics were compared. Method: By employing a quasi-experimental pretest/posttest non-equivalent control group design, 291 SHS 2 physics students were used from six intact classes which were randomly selected from three SHSs in the Mampong Municipality and Sekyere South District. The hypotheses were tested using one-way ANCOVA and two-way ANCOVA at α=0.05. The results showed that there was a significant effect of at least one of the teaching methods on the academic performance of students (F(1,287)=150.766, p=0.001<0.05), with students taught using DI obtaining the highest adjusted mean scores of 18.978 (std. error = 0.437), followed by those taught using 5E group (adjusted mean = 16.373, std. error=0.430), and those taught using the conventional teaching method (adjusted mean score = 13.734, std. error = 0.452). Also, there was a significant interaction between gender and teaching method (F(1,284)=241.395, p=0.001<0.05) with no significant difference observed between male and female students taught using DI (mean difference=0.233, p=0.765) and 5E (mean difference=0.75, p=0.532), but a significant difference in academic performance between male and female SHS students taught using conventional teaching method (mean difference=8.284, p=0.000). It was therefore recommended, amongst others, that SHS physics teachers in Mampong Municipality and Sekyere South District should consider differentiating their students in order to tailor Thermal Physics lessons to all students, which will help them perform better.

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