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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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Unveiling Student Perspectives: Challenges and Insights on the Ordinary Level Examination Perera, Ellippuli Arachchige Champika Nishanthi; De Alwis, Loku Waduge Ransika; Bandara, Kahengoda Mudiyanselage Niranga Thanuja Kumari
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.v3i1.127

Abstract

The Ordinary Level (O/L) examination in Sri Lanka plays a crucial role in shaping students’ academic progression and career opportunities. This study investigates students’ perceptions of O/L exam questions, focusing on question difficulty, time management, question type preferences, and the impact of tuition classes. A mixed-methods approach was employed, using quantitative data from a sample of 318 students through descriptive and inferential statistics, alongside qualitative insights from thematic analysis. Results show that 32% of students faced difficulties with unclear questions, negatively affecting their confidence and performance. A significant correlation was found between tuition attendance and increased exam confidence, with 95% of students attributing improved preparedness to supplementary education. However, this also raises concerns about equity, as access to tuition varies by gender and socio-economic background. Time management was a major challenge, as 34% of students reported running out of time during exams. Additionally, 65% of students preferred long-answer questions, which allowed for more in-depth expression, while 60% found multiple-choice and structured questions challenging. The study highlights the need for greater clarity in exam questions, equal access to preparatory resources, and integration of time management training in school curricula. These findings emphasize the urgency of reforming the assessment system to ensure fairness, reduce stress, and better align with students’ learning needs and abilities.
Barriers and Solutions: International Students’ Experiences in Intercultural Communication Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Mbingamno, Atida
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.v3i1.128

Abstract

As global student mobility expands, intercultural communication (IC) has become an essential aspect of the international student experience. In multicultural countries like India, international students often face challenges related to language, culture, and academic integration. Assam, an emerging educational hub in Northeast India, remains under-researched in this context, particularly regarding how well it supports the intercultural adaptation of foreign students. This study investigates the intercultural communication challenges faced by international students in Assam and explores the coping strategies they employ. It focuses on identifying barriers across sociocultural, educational, individual, and interpersonal domains. A mixed-methods design was used. Quantitative data were collected through structured surveys from 39 students representing 25 countries. These surveys explored communication preferences, language use, and cultural adjustment difficulties. Qualitative data were gathered through in-depth interviews with four students to provide deeper insights. Data were analyzed using descriptive statistics by SPSS 27.0 version and thematic coding for the interview schedule. The study found that 51.3% of students faced IC challenges, despite some initially denying such experiences. English was the primary communication language (61.5%), but limited fluency in Hindi or Assamese hindered interaction with locals. Common issues included tone misinterpretation, gestures, and religious sensitivities. “Culture shock” was the most reported challenge (73.3%), particularly related to food, customs, and personal boundaries. Language barriers also impacted academic engagement. Students commonly responded by initiating open discussions (53.8%) or observing and analyzing situations (48.7%). The study highlights the critical role of language proficiency, cultural awareness, and adaptive strategies in improving intercultural communication. It urges institutions to promote inclusive, culturally responsive environments for international students.
Understanding the Triggers of English-Speaking Anxiety among University Students: A Cross-Cultural Mixed-Methods Study Rajpar, Tauqeer Ali; Abbasi, Abdul Malik; Laghari, Abdullah
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.v3i1.129

Abstract

This study investigates the prevalence and underlying triggers of speech anxiety among ESL undergraduate students at the institute in Pakistan. The study is primarily grounded on Krashen’s Affective Filter Hypothesis (1988), Horwitz et al.’s Foreign Language Anxiety framework (1986), and Brown’s (2000) socio-affective and personality constructs, using these theories to interpret English speech anxiety in ESL learners. Recognizing English as both an official language and a critical tool for academic and professional advancement, the research examines how the pressure to speak flawlessly can lead to heightened anxiety, self-consciousness, and performance impediments in the classroom. Employing a mixed-methods approach, the study first distributed a 30-item Likert-scale questionnaire to 40 BS English students to quantitatively gauge anxiety levels, followed by semi-structured interviews with a subset of 10 students and several English language teachers to explore the contextual and personal dimensions of communication apprehension. The findings reveal that many learners experience significant nervousness and fear-manifested through physical symptoms such as trembling and mental blocks-when required to speak publicly in English, which in turn undermines their fluency and self-esteem. The paper discusses effective strategies adopted by students, such as practicing with peers, extra tutoring, and reading aloud, and underscores the need for educators to foster supportive classroom environments that reduce performance pressure while encouraging active participation. These insights offer valuable implications for language instruction and curriculum design aimed at mitigating speech anxiety and enhancing overall language proficiency. ESL teaching should nurture supportive classrooms, lower evaluation anxiety, and boost student confidence. Curriculum and teacher training should focus on spoken interaction and minimizing stressors. The study recommends future research on the long-term impact of anxiety reduction on language fluency, broader sampling, cross-institutional or cross-cultural comparisons, and qualitative work to improve interventions for ESL learners.
Grade 7 Learners’ Academic Achievement in Araling Panlipunan Using Contextualization of Teaching and Learning (CTL) Pepito, Ma.Bless Mignun N.; Moreno, Kyle Aaron E.; Napala, Angelie D.; Ampado, Clent Argie; Tatoy, Lionel Frederich L.; Bansale, Jay C.
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.v3i1.130

Abstract

This study aimed to assess the effectiveness of Contextualized Teaching and Learning (CTL) in enhancing the academic performance of thirty Grade 7 Mabolo students at Baybay National High School through CTL. Conducted during the first quarter of the Academic Year 2023-2024, the research utilized a pre- and post-intervention design incorporating CTL that lasted for 4 weeks. A mixed-method approach was employed to assess student performance, utilizing a contextualized lesson plan, checklist, 4-point Likert scale, a post-intervention assessment with 5 identification type, 5 multiple-choice, and 2 essay-type questions, including semi-structured interviews. The Cronbach Alpha of 0.714 was accepted after a pilot testing method. Data analysis involved the Wilcoxon signed-rank test and thematic analysis. Results revealed a significant improvement in student assessment scores, with the median score increasing from 4.000 (SD = 0.493) before the intervention to 4.667 (SD = 1.06) after the intervention. Interviews indicated that students perceived CTL as significantly enhancing their class participation and self-efficacy. Additionally, their familiarity with the topics improved through CTL, contributing to enhanced academic performance. The potential and effectiveness of CTL in Social Studies education have yielded promising outcomes. However, several areas require further development, including the consistency of implementation, teacher capacity, responsiveness to community contexts, and the availability of high-quality contextualized reference materials. School administrators can play a pivotal role by creating supportive spaces that enable Social Studies teachers to gather and utilize local data, thereby strengthening the integration of context into content. Furthermore, education policymakers can enhance CTL by establishing a more flexible and responsive contextualized matrix that accommodates diverse local realities and pedagogical approaches.
Bridging Languages and Faith: A Pictorial Approach to Teaching Basic Islam to Bilingual Children Zakaria, Muhamad Khairul; Wan Salam, Wan Nurhafeza; Basir, Mohammad Aizat; Ayub, Alyani; Mamat, Mohd Zulkanain; Embong, Abdul Mutalib; Ab Wahab, Noor Azida; Mohd Zaini, Muhammad Mursyid; Md. Aris, Nur Azlina; Nugroho, Catur; Hussain, Juliani; Muhamad, Md Khairil Hafizi; Kadhim, Kais Amir
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.v3i1.133

Abstract

Bilingual children often encounter greater challenges in school than their monolingual peers, particularly when dealing with abstract concepts and religious education. Teaching the fundamentals of Islam in English is difficult due to the limited availability of locally relevant resources. To address this gap, “My First Handbook of Islam” was developed through four stages involving Islamic scholars, linguists, educators, and illustrators. The book was distributed to schools and Islamic centres, with 1,100 copies disseminated nationally and internationally. This study assessed bilingual children’s attitudes toward the book using a descriptive, quantitative, cross-sectional survey. A total of 104 bilingual children aged 10 to 12 participated, recruited through convenience sampling with parental consent. The instrument consisted of structured questionnaire items (5-point Likert scale), covering vocabulary, comprehension, engagement, sharing, and motivation. The tool achieved good internal reliability (Cronbach’s alpha = 0.82). Data were collected through paper-based surveys, supervised in classrooms after guided reading sessions, and analysed using SPSS v27. Descriptive statistics (frequency, percentage, mean) were applied, with interpretation guided by mean scales. Findings showed that students unanimously valued the book, reporting improved vocabulary acquisition, enthusiasm for Islamic knowledge, and enjoyment of illustrations. The pictorial approach bridged language gaps, reduced cognitive load, and increased engagement through culturally relevant visuals. The book was also used for sharing knowledge with siblings, peers, and teachers, though less so with parents due to language mismatches. The study concludes that pictorial Islamic texts are effective for bilingual learning and can be further enhanced through integration into digital formats such as interactive e-books and mobile apps. Implications are drawn for teachers, parents, curriculum designers, and Islamic educational institutions, especially in multicultural settings.
Impact of Hands-on Activities on Students’ Performance in Biology in Ghanaian Senior High Schools: A Systematic Analysis Mensah, Richmond; Boafo, Isaac Kwame; Tingbanja, Thomas Dawuni
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.v3i1.137

Abstract

This study investigates the impact of hands-on activities on students’ academic performance, motivation, and attitudes toward biology in Ghanaian senior high schools through a systematic analysis of existing literature. Grounded in constructivist and experiential learning theories, the study synthesizes evidence on how practical, activity-based instruction enhances students’ understanding and retention of biological concepts by linking theory to real-life applications. A systematic literature review was conducted in accordance with PRISMA guidelines, drawing on 32 peer-reviewed articles, unpublished theses, and policy documents published between 2010 and 2025. Data were sourced from Google Scholar, ResearchGate, Academia.edu, and official Ghana Education Service and Ministry of Education repositories. The findings consistently indicate that the integration of hands-on activities significantly improves students’ conceptual understanding, long-term retention, critical thinking skills, and overall academic performance in biology. Additionally, practical activities were found to positively influence students’ motivation, engagement, and attitudes toward learning biology by creating interactive and student-centered learning environments. Despite these benefits, the review identifies persistent challenges to effective implementation, including inadequate laboratory resources, large class sizes, limited instructional time, and insufficient teacher training. These constraints are particularly pronounced in under-resourced schools, limiting equitable access to experiential learning opportunities. The study concludes that strengthening hands-on biology instruction through improved resource provision, targeted teacher professional development, and curriculum adjustments is essential for enhancing learning outcomes. The findings provide valuable insights for educators, curriculum developers, and policymakers seeking to improve biology education and promote meaningful science learning in Ghanaian senior high schools.
Enhancing Secondary School Students’ Independent Learning, Conceptual Understanding, and Self-Efficacy of the Integration Concept through Photomath-Assisted Instruction Niyibizi, Onesme; Niyitegeka, Thierry; Nahimana, Evode; Kazinyirako, John Peter; Singirankabo, Jean Nepomuscene
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.v3i1.148

Abstract

This study assessed how well Photomath-assisted teaching strategies compared to conventional approaches in developing students’ capacity for independent study, improving their conceptual understanding of Integration Content, and boosting their self-efficacy in mathematics in Rwandan Senior Six. It carefully examined how Photomath’s effects varied depending on the student population and the learning environment. Using a non-equivalent control group pre-test–post-test design and a quantitative quasi-experimental methodology, 116 students who were purposefully chosen from public and private secondary schools, urban and rural, and from the PCM, PCB, and MCB academic tracks participated. The multivariate effects of the teaching strategy and its interactions with demographic factors were examined using multivariate analysis of variance (MANOVA). Additionally, diagnostic tests of assumptions (normality, homogeneity of variance-covariance, and multicollinearity) were performed before MANOVA, and all criteria were satisfied. Analyses were conducted using SPSS version 26 with α = 0.05. These methodological checks strengthen the validity of the findings. Regarding students’ independent study skills, conceptual understanding, and mathematics self-efficacy, statistically significant multivariate relationship effects were found between the instructional approach and variables like school location, gender, school type, and academic combination. This result implies that these demographic traits have an impact on Photomath’s effectiveness. By providing empirical evidence regarding Photomath’s varied impact within many different kinds of school contexts in Rwanda, this study fills a significant gap in the body of existing literature. It offers crucial information that educators and legislators may use to adjust technology integration tactics, improving fair and efficient mathematics instruction and reducing potential inequities.
The Interplay Between Creative Production and Emotional Experience: The Influence of Emotional States and Creativity Motivation Among University Students Nalevska, Gorica Popovska
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.v3i1.156

Abstract

The general aim of the research is to investigate the dynamic relationship between creative production and emotional experience, with a particular focus on how engagement in creative activities shapes emotional states and how varying emotional states, in turn, influence the quality, originality, and overall character of creative outcomes among university students. Creativity is considered a complex process influenced by both positive and negative moods, which can stimulate different aspects of flexible thinking, persistence, and originality. For students, emotions are particularly relevant as they navigate academic challenges and personal development, making creative expression not only a tool for learning but also an outlet for self-regulation and growth. The research was conducted on a sample of 150 psychology students from universities in the Republic of North Macedonia. A descriptive-analytical method was applied, using a self-report questionnaire that measured students’ emotional experiences during creative work as well as their perceptions of creativity. Additionally, a culturally adapted scale for measuring creativity motivation was included to ensure relevance to the local academic context. Results show that the relationship between emotional states and creativity is strong, supporting the idea that well-being directly influences creative potential. This indicates that creativity is not only an outcome influenced by emotions but also a strategy for emotional regulation and psychological well-being. Findings suggest that the student sample demonstrates a well-balanced creative motivation profile. The results also carry important implications for the educational context. Fostering a supportive and emotionally positive learning environment may directly contribute to students’ creative potential.

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