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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 78 Documents
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Implementation of Islamic Religious Education Learning in Inclusive Schools in Indonesia Iman, Nurul; Basri, Mokmin; Tajab, Muh.; Saputro, Anip Dwi; Erwahyudin, Devid Dwi; Syah, Muhammad Dzikky Firman
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.v2i1.24

Abstract

The basic principles of inclusive education that values differences and promotes equality are very much in line with Islamic values that encourage respect for humanity, patience, and compassion for others. However, in practice, teaching Islamic Religious Education (PAI) in inclusive schools requires significant adjustments, both in curriculum preparation and in material delivery. Teachers are not only required to understand religious teachings in depth, but also need to have adaptive pedagogical skills, so that they can convey religious concepts, such as the pillars of faith, the pillars of Islam, or the stories of the prophets, in a way that can be understood by students with various limitations. Islamic Religious Education learning in the context of inclusive schools presents its own challenges for teachers, especially in dealing with students with special needs who have diverse abilities and learning styles. This study explores various strategies used by teachers in teaching Islamic Religious Education in an inclusive environment, including differentiation methods, curriculum adaptation, and collaboration between teachers, parents, and support staff. The results show that the success of Islamic Religious Education learning in inclusive schools is highly dependent on the ability of teachers to adapt learning methods to the needs of each student, as well as support from the school and family environment. The findings highlight the need for continuous professional development programs to enhance teachers’ adaptive pedagogical skills in inclusive education settings. It is recommended that schools strengthen collaboration with families and support staff to create a more inclusive learning environment for Islamic Religious Education.
Influences, Learning Styles and Learning Preferences of Learners in Special Program in Foreign Language in Korean Abellana, El Chamberlain; Abellana, Losel Mae
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.v2i1.25

Abstract

The study explored the dominant learning styles, influential factors, and preferred learning activities and media of Grade 7 students enrolled in the Korean language program, aiming to enhance instructional material design and teaching strategies. Adopting a one-group descriptive research design, the study involved a total population of 80 students. A purposive sampling procedure was used in selecting the respondents. The study covered the scope within the second semester of the school year 2021-2022. Data collection employed two main instruments: Fleming’s VARK model, which identifies learning styles (Visual, Auditory, Read/Write, and Kinesthetic), and a 20-item questionnaire adapted from Ancho (2019) to identify learning preferences. Results were analyzed using frequency, percentage, and mean. The findings reveal that the majority of respondents were visual learners, favoring activities that included reading and writing dialogues as well as the use of comic strips. These preferences suggest that visually engaging and text-rich materials are particularly effective in facilitating language acquisition. Additionally, factors such as cultural interest and relevance of Korean pop culture emerged as significant motivators for learning the language. The study underscores the importance of tailoring instructional materials to align with students’ dominant learning styles and preferences. By incorporating visually stimulating and interactive media, educators can enhance engagement and improve learning outcomes. These insights provide valuable input for curriculum development, particularly in designing activity sheets and pedagogical approaches that resonate with learners’ needs and interests.
The Quality of Science Education: Viewpoints of Secondary School Science Teachers Calo, Jhovel Roy; De Vera, Mercy
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.v2i1.26

Abstract

In today’s world, the success of a society is increasingly tied to its ability to cultivate a scientifically literate population. Yet, many nations struggle to provide a solid foundation in science education, especially in under-privileged regions. Science education plays a crucial role in shaping the future of societies by fostering critical thinking, innovation, and scientific literacy among students (DepEd, 2020). This qualitative research study explores the perceptions of secondary school science teachers regarding the current state of science education in the Philippines, specifically focusing on the province of Bukidnon. The primary objectives of the study are to understand teachers’ viewpoints on science education, identify significant barriers that hinder quality instruction, and propose actionable solutions to these challenges. The thematic analysis of the data reveals a notable increase in student interest and engagement, driven by factors such as rising enrollment in STEM programs and active participation in science fairs. Despite these positive trends, ongoing concerns about teacher quality, inadequate resources, and outdated curricula continue to impede effective science instruction in the classroom. Key barriers identified include insufficient teacher preparation, foundational gaps in student comprehension, and constraints on resources, such as limited access to laboratory activities and essential equipment. The findings emphasize the pressing need for program restructuring, the early introduction of science concepts, and the integration of prerequisite courses designed to enhance the overall effectiveness of science education programs. These recommendations aim to better equip future science educators and foster a more conducive learning environment. Ultimately, this research contributes valuable insights to ongoing efforts aimed at improving science education in the Philippines, underscoring the necessity of addressing systemic issues to promote a more effective, equitable, and enriching educational experience for all students.
Does the Embodied Cognition Paradigm Have Implications for Learning? Re, Anna
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.v2i1.29

Abstract

Cartesian dualism, distinguishing mind from body, has significantly shaped our understanding of cognitive functions, often leading to the perception that these processes exist independently of our physical and bodily experiences. This rigid division has also influenced our approach to educational practices, which tend to be based on a theoretical understanding of cognition. However, emerging theories of embodied cognition are challenging this view by highlighting the fundamental connection between cognitive processes and bodily experiences as well as our physical interactions with the environment. These theories are increasingly supported by neuroscientific research, which recognizes the body as a crucial component of the learning process. Indeed, numerous studies indicate that incorporating bodily experiences into educational settings not only enhances learning, but also makes it more meaningful. When students participate in activities that involve movement and direct engagement with their surroundings, their ability to process and retain information improves, enabling them to translate abstract concepts into tangible forms and internalize them more effectively. This article aims to support a shift in our understanding of cognition away from the rigid dualistic paradigm toward a more holistic perspective of the educational process.
Burnout and Sources of Stress among Primary and Secondary Teachers in the Republic of North Macedonia Nalevska, Gorica Popovska; Kuzmanovska, Marina; Jovanovska, Sonja Rizoska
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.v2i1.30

Abstract

The study focuses on professional burnout and its sources of workplace stress among teachers. Burnout, as a complex psychological phenomenon, is characterized by emotional exhaustion, depersonalization and reduced professional efficiency. Teachers play a crucial role in the development of our future generations and their well-being is central to their ability to effectively fulfil this role. The general aim of the research is to measure burnout levels and sources of stress among primary and secondary teachers who are working in public schools in the Republic of North Macedonia, by examining the degree of emotional exhaustion, depersonalization and personal accomplishment. The research sample is randomly chosen and consists of 320 teachers. To collect data, a personal information form and Maslach Burnout Inventory were used to measure burnout levels of teachers. The obtained results found that primary and secondary teachers in public school in Republic of North Macedonia experienced a high level of emotional exhaustion and an average level of depersonalization and personal accomplishment dimension. Emotional exhaustion represents a critical warning sign of burnout, signaling the need for individual and organizational interventions to restore balance and resilience. The research detects nine significant factors that cause stress and professional burnout among teachers. The present study has contributed to the field by providing new insights into the stress and burnout experienced by primary and secondary teachers and should encourage education policies makers, national and local education authorities in developing a healthy, safe and productive environment for the growth and development of all involved in. Instead of looking at teacher burnout as an individual problem, leaders in education must shift their focus to assess the problem as a systemic, institutional, or policy-based issue.
Effect of Improvised Instructional Materials on Students’ Academic Achievement in Mathematics in Bayelsa State, Nigeria Diri, Erepamowei Ayibakuro; Udo, Elisha Abel
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.v2i1.34

Abstract

This study examined the effect of improvised instructional materials on students’ academic achievement in mathematics. The purpose of this study geared towards determining the impact of improvised instructional materials on students’ academic achievement in mathematics. The study was directed by two research questions and two hypotheses. Determining the effect of improvised instructional materials on junior secondary school (JSS) students’ academic achievement in mathematics and investigate the effect of improvised instructional materials on the academic achievement of students in mathematics to gender. Quasi-experimental design was employed in this study. The population included 1,546 JSS II students from 34 public secondary schools in Ogbia Local Government Area, Bayelsa State, with a sample of 80 students selected through simple random sampling from two schools, one serving as the experimental group and the other as the control group. Each group consisted of 40 students (22 males and 18 females). The Mathematics Achievement Test (MAT), developed by the researcher, was used as the research instrument, and a test-retest procedure established its reliability at 0.77 using Pearson Product Moment Correlation Coefficient (PPMCC). Mean and standard deviation were used to answer the research questions and t-test analysis applied to test the null hypotheses at a 0.05 significance level. The findings indicated a significant difference in the academic achievement of mathematics students, suggesting that improvised instructional materials were a more effective learning method in contrast to the traditional method. This implies that improvised instructional material plays a vital role in improving mathematics students’ academic achievement. Therefore, it was recommended that mathematics teachers incorporate improvised materials in their teaching and that the government provide funding to support this initiative.
Role of Technology Integration in the Development of 21st-Century Skills STEM University in Zimbabwe Chasokela, Doris
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.v2i1.36

Abstract

Technology use is crucial and fundamentally alters how universities teach and learn in the twenty-first century. The influx of various technologies supports the development of three key 21st-century skills: life and career skills, learning and innovation skills, and information, media, and technology skills. Social constructivism theory serves as the study’s theoretical foundation, emphasizing the importance of collaborative learning environments where students construct knowledge through social interaction. A case study design and a qualitative methodology were employed in the investigation to gain deep insights into the experiences of participants. Those involved in the study included STEM lecturers, faculty technicians, and both first- and final-year undergraduate students; they were chosen using a purposeful sampling procedure to ensure a rich variety of perspectives. Data were collected through in-depth interviews, which provided valuable qualitative insights. The paper explores the 21st-century skills essential for STEM learning, focusing on the implications, competencies, and perceptions of various stakeholders. The study established a pressing need for training in technology integration among faculty. Additionally, there was minimal support from administration and technicians, as well as a lack of adequate resources. Participants expressed the need for ample time to prepare for lessons, highlighting the challenges educators face. Consequently, it is recommended that the implementation of technologies should begin with strong support from administrators and technicians in sourcing necessary resources. Lecturers play a crucial role in preparing students for the modern workplace, and they require continuous training and support from technicians. Furthermore, administrators should foster collaboration with other STEM-offering universities to stay current with rapidly evolving technologies, ensuring a comprehensive approach to education in the digital age. This collaboration can significantly enhance the educational quality and effectiveness of STEM programs.
Does Parental Academic Support Consistently Predict Pupils’ Academic Achievement? Unbundling the Impacts of the Dimensions of Parental Academic Support Nwune, Emmanuel Chibuike; Anidi, Charles Amaechi; Oguezue, Nnaemeka Kenechi; Nwosu, Kingsley Chinaza
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): 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.v3i1.102

Abstract

The significance of parental academic support has been noted in educational research, highlighting its impact on several aspects of learning outcomes. Most researchers conceptualized parental academic support as multidimensional, given that it encompasses various strategies and activities parents adopt to support the learning of their children. Yet, few studies have unbundled the impacts of these dimensions on pupils’ academic achievement. We designed this study by employing a predictive correlational research design to determine how parental academic support predicts pupils’ academic achievement by unbundling how the various dimensions of this support impact their achievement using hierarchical multiple regression analysis. A simple random sampling method was employed to select 261 students (54% male and 46% female; mean age = 10.51 ± 1.41 years) from six intact classes across two primary schools affiliated with and administered by two tertiary institutions in Anambra State, Nigeria. We adopted the Perceived Parental Academic Support Scale developed by Chen (2005) to obtain pupils’ views regarding the academic support they receive from their parents. The scale was divided into five dimensions (interpersonal, cognitive, emotional, behavioural, and instrumental) and rated on a 4-point rating continuum from ‘strongly agree’ to ‘strongly disagree’. The average scores of the pupils for the 2023/2024 academic session were used to represent their academic achievement. Major findings indicated that pupils’ age and gender predicted their academic achievement. Also, the findings show that the cognitive dimension of parental academic support predicted the pupils’ academic achievement. We concluded from the findings of the study that pupils’ age, gender, and the cognitive dimension of parental academic support are critical to pupils’ academic achievement.
Contextualizing Genetics: A Meta-Analysis of Academic Achievement through Context-Based Teaching Agyei, Charles Amoah; Gyamfi, Maxwell
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): 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.v3i1.110

Abstract

This meta-analysis investigates the effectiveness of context-based teaching approaches on students’ academic achievement in genetics, a subject often perceived by learners as abstract and cognitively challenging. Traditional instruction in genetics tends to emphasize memorization over meaningful understanding, contributing to widespread disengagement and underperformance. In response, educational reform efforts have increasingly promoted context-based teaching, which situates learning within real-world scenarios to improve relevance, comprehension, and learner motivation. The objective of this study was to quantify the impact of context-based instruction on academic achievement in genetics by synthesizing data from 69 master’s and doctoral theses conducted between 2010 and 2022. These studies were selected based on stringent inclusion criteria: use of experimental or quasi-experimental designs, focus on genetics education, availability of relevant statistical data, and application of context-based instructional strategies. A total sample of 4,790 students was analyzed, 2,476 in experimental groups and 2,314 in control groups. Effect sizes were calculated using Comprehensive Meta-Analysis (CMA) software, applying both fixed-effect and random-effect models. The results demonstrated large and statistically significant positive effects of context-based instruction on student achievement in genetics (FEM d = 0.789; REM d = 1.064), with substantial heterogeneity observed across studies. These findings underscore the pedagogical value of integrating real-life contexts into genetics education. The study concludes that context-based instruction significantly enhances students’ understanding and performance in genetics. It highlights the need for teacher training, curriculum reform, and instructional design that aligns with constructivist principles. While limitations exist, such as the exclusive reliance on theses and language restrictions, the study provides a strong foundation for future research and evidence-based policy in science education.
Teachers’ Motivation for Professional Development: A Phenomenological Case Study Approach Egure, Dominic Siami
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): 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.v3i1.125

Abstract

The rapid transformation of the education sector, driven by advances in AI and evolving student needs, makes continuous professional development (PD) essential for teachers; yet, sustaining motivation for ongoing learning remains a significant challenge in resource-constrained contexts like Nigeria. This qualitative study explores how teachers in the ECHO Education Nigeria PD program perceive the value of their learning experiences and identifies the factors that motivate or discourage their participation and continued growth. Using a phenomenological case study design, data were collected through in-depth interviews with eight of the ten highest-scoring participants from a Value Creation Survey completed by more than sixty teachers. Findings reveal three main categories of motivational influences: factors that propel engagement, such as teachers’ desire to make a meaningful impact on their students and society and their commitment to staying current in their profession; factors that sustain engagement, including the mutual respect and sense of belonging fostered within the EEN PD social learning community and the resulting shifts in perception and teaching practice; and factors that hinder engagement, such as limited access to teaching resources, preference for in-person interaction, lack of administrative support, and broader systemic challenges within the education system. The study underscores the importance of both intrinsic and extrinsic motivators and emphasizes the need for professional development models that are collaborative, accessible, and responsive to local realities. Implications for educational leadership and policy include fostering supportive school cultures, improving technological access, and addressing systemic barriers to teachers’ ongoing development.

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