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Universal Education Journal of Teaching and Learning
Published by Universal Education
ISSN : -     EISSN : 30478235     DOI : https://doi.org/10.63081/uejtl
Core Subject : Education,
Education Other
The Universal Education Journal of Teaching and Learning (UEJTL) is an internationally recognized, peer-reviewed journal dedicated to advancing knowledge and innovation in the field of education. Published quarterly (January–March, April–June, July–September, and October–December), UEJTL provides a platform for high-quality scholarly work that explores diverse aspects of teaching and learning across all educational levels and contexts. The journal welcomes original research articles, theoretical papers, and critical reviews that contribute to the understanding and improvement of educational practices and policies. Areas of interest include, but are not limited to: - Instructional strategies and pedagogical innovations - Learning theories and learner development - Curriculum design and evaluation - Learning environments, both formal and informal - Teacher education and professional development - Integration of educational technologies - Educational development in diverse global contexts UEJTL encourages submissions that span the full spectrum of learners, from early childhood to adult education, and that address current challenges and emerging trends in education worldwide.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Search results for , issue "Vol 3 No 2 (2026): April-June Edition (in progress)" : 11 Documents clear
Influence of Environmental Shocks and Child Labour on Upper Basic Education Students’ Learning Outcomes: Evidence from South-East, Nigeria Emmanuel Chukwuma Eze; Ikechukwu Giveson Okafor
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.118

Abstract

This study investigated the influence of environmental shocks and child labour on upper basic education students’ learning outcomes in South-East Nigeria. The design for the study is an ex post facto design. The study sampled 571 upper basic education students. An environmental screening survey and a child time use survey were used to obtain data for this study. Students’ academic records and demographic information were obtained from the school authorities. Frequencies and mean statistics were used to analyze data collected, while ANCOVA was used to test the null hypotheses at a 0.05 level of significance. It was discovered that environmental shock and child labour significantly influence students' learning outcomes. The study's results highlight the need for policymakers and stakeholders to address the issues of environmental shock and child labour to improve the learning outcomes of students in South-East Nigeria.
The Importance of Teaching Academic Reading Strategies to First-Year Multilingual Extended Degree Students at a South African University Chimenya, Ulita Muidzo; Mpanza, Choice Dimakatso
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.127

Abstract

The purpose of this paper is to report on the findings from a study that was conducted to investigate academic reading problems in a South African university among first-year multilingual extended degree students. The paper particularly explores if it is helpful to teach academic reading strategies to first-year extended degree students. A case study design and a qualitative research approach were used to collect and analyse data for this study. Interviews were used to collect data from two lecturers. Focus group discussions and an open-ended questionnaire were used to collect data from 48 students. The study found that it is beneficial to teach academic reading strategies to first-year extended degree students. Among others, summarizing, note-making and text evaluation skills were proven to be helpful. However, because of the low levels of reading proficiency among these students, more and continuous reading support needs to be provided. For this reason, we recommend establishing structured reading discussion programmes to coordinate additional academic reading platforms that can help enhance first-year students’ reading abilities.
Visual Media Exposure Interventions Using Digital Cinema, Photography, and Visual Storytelling for Parental Stress Reduction and Coping Enhancement Hammed Gbenga Adewale
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.135

Abstract

This inquiry explored the impact of specific visual media exposure techniques, namely cinematherapy, photo-therapy, and visual storytelling, on mitigating parental tension and bolstering resilience mechanisms among caregivers of children with neurodevelopmental and behavioral challenges. Utilising a quasi-experimental pre-test–post-test control group framework, forty parents were intentionally recruited and partitioned into three experimental cohorts and one baseline group (n=10 per group). While the control group received no treatment, the experimental participants engaged in structured visual media protocols. Assessment relied on validated metrics: the Parental Stress Scale, the Coping Strategy Indicator, and the Psychosocial Wellbeing Index. Analysis of covariance (ANCOVA) was applied to adjust for initial baseline variances. The analyses revealed a statistically significant main effect of intervention on parental stress, F(3,35) = 9.84, p < .001, partial η² = .46, indicating a substantial reduction in stress among participants in the treatment conditions relative to the control group. Significant gains were also observed in adaptive coping strategies. Specifically, problem solving improved significantly, F(3,35) = 7.62, p = .001, partial η² = .39, and the use of social support increased, F(3,35) = 6.11, p = .002, partial η² = .34. In contrast, no statistically significant effect was found for avoidance coping, F(3, 35) = 1.28, p > .05, suggesting that the interventions did not meaningfully influence avoidance-based responses. Among the tested modalities, cinematherapy proved the most potent for stress reduction and adaptive strategy enhancement, followed by visual storytelling and photo-therapy. These results suggest that visual media serve as a vital supplementary tool for emotional processing and cognitive reappraisal. The study underscores the utility of embedding digital expressive tools into counseling frameworks for families dealing with behavioral deficits. Practitioners like educational psychologists and social workers should consider these as adjuncts to standard care. Future research should prioritise larger cohorts and longitudinal tracking to confirm the scalability of media-based interventions in diverse special needs environments.
A Comparative Analysis of Children’s Learning Motivation Between Conventional Literacy Learning and a Learning-by-Doing Approach in a Community Literacy Program Putri Kiki Sushella; Sardin Sardin; Yanti Shantini; Riska Trinanda
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.191

Abstract

Children’s literacy development in non-formal educational settings is influenced not only by access to reading materials but also by learners’ motivation to participate in literacy activities. In many community literacy programs, learning practices are often limited to access-based approaches that emphasize reading exposure with relatively limited opportunities for active participation. Such conditions may affect children’s engagement and motivation in literacy activities. This study aims to conduct a comparative analysis of children’s learning motivation between conventional literacy learning and a learning-by-doing approach implemented at Teras Baca Taman Gantung, a community-based literacy program. This study employed a qualitative descriptive design with a comparative perspective. The participants consisted of four primary school–aged children who regularly attended literacy activities in the program. Data were collected through attendance documentation, direct observation of students’ learning behaviors, and semi-structured interviews. Observational data were coded to identify behavioral patterns related to learning motivation, including off-task behavior, passive participation, and active engagement. The findings indicate that students demonstrated lower learning motivation during conventional literacy activities, reflected in irregular attendance and off-task behaviors. In contrast, the learning-by-doing approach was associated with higher levels of participation and more active engagement during literacy sessions. These findings highlight the importance of participatory learning environments in supporting children’s engagement in community literacy initiatives. The results suggest that experiential learning activities can foster stronger learning motivation in community-based literacy programs.
Educational Management Information System: Its Relevance to Recording Keeping and Processing in Secondary Schools Adisa, Olusumbo
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.140

Abstract

To adequately respond to frequent requests for information, school management needs an appropriate system and protocol to validate and promptly analyze collected data to support decision-making. The Educational Management Information System (EMIS) is a database designed to ensure that educational data are accurately analyzed, to inform decisions and suggest solutions. EMIS encapsulates ICT applications that facilitate data collection, assembly, storage, and analysis, thereby easing school management decisions. This study, therefore, investigated the relevance of EMIS to staff and student record keeping and processing in secondary schools. Using a descriptive research design, data were collected via questionnaire from 100 students across five secondary schools in Badagry, Lagos State, and analyzed using Chi-Square tests. The findings revealed no significant relationship between an administrator’s gender or department and their managerial skills in record keeping and processing. Similarly, the physical location for saving records (computer lab vs. cabinet) showed no significant effect on processing efficiency. Key challenges identified include but not limited to inadequate resources, poor infrastructure, and negative attitudes among stakeholders.  The study concludes that while EMIS has the potential to improve management decisions in planning, staffing, and coordination, its effective implementation in the studied context is hindered by the aforementioned challenges. Practical recommendations include the urgent provision of EMIS infrastructure, targeted training for record officers, and initiatives to improve stakeholder attitudes towards systematic data management.
The Relationship Between Mother-Tongue Instruction and English Language Achievement Among Secondary School Students in Faskari Local Government Area of Katsina State, Nigeria Kanon-Haki, Nuraddeen Adamu; Abdulkarim, Karima; Muhammad, Sule
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.142

Abstract

This study investigated the relationship between mother-tongue instruction and English language achievement among secondary school students in Faskari Local Government Area of Katsina State, Nigeria. Guided by Cummins’ Linguistic Interdependence Hypothesis, the study examined how the use of students’ first language influences comprehension, vocabulary development, and classroom participation during English language lessons. A correlational research design was adopted. The population comprised all secondary school students in Faskari LGA, from which a sample of 345 students was selected using stratified random sampling. Data were collected through a structured questionnaire validated by experts and tested for reliability, yielding a Cronbach’s alpha coefficient of 0.88. Descriptive statistics were used to summarize the data, while Pearson Product Moment Correlation was employed to test the hypotheses at a 0.05 level of significance. The findings revealed a strong and significant positive relationship between mother-tongue instruction and students’ comprehension, vocabulary development, and classroom participation. These results indicate that strategic use of the mother tongue enhances students’ understanding, promotes active classroom engagement, and supports English language learning. The study concludes that mother-tongue instruction, when systematically integrated with English teaching, serves as an effective pedagogical strategy for improving English language achievement among secondary school students. It is therefore recommended that educational policymakers and teachers encourage structured bilingual instructional practices to enhance learning outcomes in secondary schools.
Impact of Climate Change on Teachers’ Occupational Stress and Attitude to Teaching Among Teachers in Owerri, Imo State Okoiye, Emmanuel Ojaga
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.150

Abstract

Generally, in Nigeria, the incidence of climate change is increasing loss of biodiversity, poor agricultural food production, food and water insecurity, impaired human health, poor standard of living, and quality of life. Nigeria is in the top 25 highest greenhouse gas emitters, contributing 0.8% of the global total emissions. Despite these devastating challenges, there is a dearth of literature in Nigeria projecting scientific discussions that would enable classroom learners, the public, and significant stakeholders to have a good understanding of the effect of climate change and global warming on environmental sustainability and its impact on the wellbeing and behavioral dispositions of teachers towards teaching in Owerri. Based on this context, this study empirically investigated the impact of climate change on teachers’ occupational stress and attitude to teaching within Owerri Metropolis, Imo State, Nigeria. The study used an ex-post facto research design of descriptive nature to determine if relationships exist among the variables under study without manipulating them. The study population consists of 3000 secondary school teachers engaged in public schools within Owerri, Imo state. In order to give teachers an equal chance to participate in the study, a simple random sampling technique using the hat picking method was employed to select 300 teachers. One research question was asked, and two hypotheses were tested at a 0.05 alpha level of significance. Data was collected using three standardized instruments. The collected data were analyzed using Multiple Regression and Pearson Product-Moment Correlation. The results revealed that climate change had a significant relative impact on occupational stress (β = 0.311) and attitude to teaching (β = 0.236). Impact of climate change on teachers’ make them to express high occupational stress, r(298) = 0.486, p < .05 also, the experience with climate change makes teachers to express negative attitude to teaching, r(298) = 0.358, p < .05. The outcome of this study implies that adverse harsh climatic conditions, due to incidence of climate change has negative impact on the general wellbeing and behavioural dispositions of teachers towards teaching. Therefore, the Nigerian government needs to initiate policies that would make the teaching and learning environment conducive, enterprising, and attractive. The remuneration of teachers and their working conditions should be of a global standard. This is necessary to motivate and reinforce the positive commitment of teachers to their job even in adverse global climatic change conditions.
Socio-Cultural Factors and Students’ Disposition to Behaviour Modification in Akinyele Local Government Area of Oyo State Omoniyi, Timilehin Olayinka
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.152

Abstract

Behaviour modification is essential to students’ social and academic adjustment during adolescence, a period marked by identity formation and emotional instability. However, many students struggle to maintain consistent behaviour in school due to conflicting socio-familial expectations, peer influence, and communication challenges. While previous studies have emphasized external interventions, school environment, and psychological factors, limited attention has been given to the socio-cultural determinants of students’ willingness to modify behaviour. This study investigated socio-familial factors (intergenerational influence and social expectation), communicative factors (communication style), gender role, and cultural adaptation as predictors of students’ disposition toward behavioural modification. Anchored on Social Norms Theory and Parental Socialisation Theory, the study employed a descriptive survey design. Using multistage sampling, 300 secondary school students were selected from schools within the study area. Data were collected using six validated instruments and analysed with descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression at the 0.05 significance level. Findings showed that students had a generally positive disposition toward behavioural modification (x̄ = 2.55). Intergenerational influence (r = .976), social expectation (r = .988), communication style (r = .990), and gender role (r = .988) had strong, positive, and significant relationships with behavioural disposition, whereas cultural adaptation (r = .095) was not significant. The combined contribution of the predictors was significant (F(5,294) = 4101.347; Adj. R² = .986), explaining 99% of the variance. Communication style (β = .344) was the strongest predictor, followed by social expectation (β = .253), gender role (β = .211), and intergenerational influence (β = .191), while cultural adaptation (β = .002) had no significant effect. The study concludes that intergenerational guidance, perceived social expectations, communication patterns, and gender role norms strongly shape students’ willingness to modify behaviour, whereas broader cultural adaptation has limited direct influence. Schools should therefore strengthen parent-teacher communication, provide gender-sensitive behavioural guidance, and promote positive peer-supported behavioural norms.
Seeing the Past or Reasoning About It? Virtual Reality in History Education Kanvaria, Vinod Kumar; Verma, Surabhi
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.182

Abstract

History teaching has been through long-standing criticisms of forcing students to memorize facts and dates, and history's associations as a set body of knowledge that is not useful or relevant. History teaching that is informed by historical thinking has been established by educational research that supports the approach of learning history as making historical judgments from historical evidence, context, and perspective. The compelling qualities of VR technologies are seen as promising educational affordances for history education. This study investigates the potential of VR for use in history education by examining it through a historical thinking lens. This qualitative, conceptual, analytical investigation, based on a literature-based inquiry rather than empirical data collection, provides an overview of the existing literature on historical thinking and the current state of the art in VR-based research in history education. The results describe how VR might be well-suited to historical thinking as an interdisciplinary practice and identify possible affordances in terms of contextualization, historical empathy, historical causation, and evidence-based inquiry. Idealizing is followed by unavoidable risk associated with three things: simplistic reconstitutions of the past, uncritical acceptance of virtual reconstitutions of the past, and novelty overtaking the rigor of a historical investigation. Situated in a history of theories of teaching and learning, we argue that engaging VR can be regarded as an affordance for a disciplined form of historical thinking.
Exploring Departmental Heads’ Leadership Actions and Perceptions in a High School Setting Fato, Shepherd
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.154

Abstract

Departmental heads (DHs) are at times the quiet and unsung leaders behind school success. School principals act as instructional leaders who are accountable to parents, educational officials, and other stakeholders. However, principals heavily rely on DHs to inform them on how educational instruction is being enacted. In this study, the researcher recognised this DH’s indispensability but was more interested in obtaining specific leadership actions. Importantly, too, the researcher wished to establish how six DHs in a high school perceived their own leadership in relation to working with subordinates and the top leadership. A qualitative approach helped gather findings that showed the school showed an inclination towards distributed leadership. This allowed productive leadership that organised both human and other resources. The DHs made important school-wide decisions regardless of praise and acknowledgement. This proved that the DHs were more task-oriented, empowered to be proactive, and perceived work as more important despite challenges and frustrations. This study recommends empowering DHs to be central in school leadership aspects, and they must, in turn, extend their leadership to other department members to empower their subordinates to improve school performance.

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