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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 54 Documents
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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.
Teacher Bullying and Mathematics Attainment: The Mediating Roles of Psycho-Socio-Emotional Factors in South-East Nigeria (Path Analysis) Okoiye , Emmanuel Ojaga
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.137

Abstract

This study investigated teacher bullying and mathematics attainment: The mediating roles of psycho-socio-emotional factors in South-East, Nigeria. The study adopted the ex-post facto research design with a sample of 2,150 Senior Secondary School Students who reported teacher bullying, had low math scores, and received counselling from their school counsellors based on their experience of bullying. Ten valid instruments have been used. Two research questions were answered at the 0.05 level of significance. Data were analysed using multiple regression (backward solution) and path analysis. The result revealed in order of magnitude shows that emotional intelligence had the highest mediating effect (16.48%) on mathematics attainment of secondary school students bullied by teachers. This is followed by self-esteem (15.65%); readiness to learn (15.22%); self-efficacy (14.83%); interest in schooling (14.83%); teacher-student consultation (13.57%) on mathematics attainment of secondary school students bullied by teachers. Also, the entire psycho-socio-emotional mediating factors were shown to contribute differentially to the mathematics attainment of secondary school students bullied by teachers. Specifically, emotional intelligence mediated most significantly to the explained variation on mathematics attainment (β = 0.23, p < .001). This is followed in magnitude of beta weights by mathematics anxiety (β = 0.18, p < .01); self-efficacy (β = 0.16, p < .05); teacher-student consultation (β = 0.08, p < .05); Interest in school (β = 0.08, p < .05); Readiness to learn (β = 0.06, p < .05). However, the mediating effect of self-esteem (β = -0.04, p < .05), dejection (β = -0.02, p < .05) and achievement motivation (β = -0.02, p < .05) were not significant on mathematics attainment of students bullied by their teachers. Therefore, it was recommended that mathematics teachers in secondary schools should endeavour to use appropriate teaching methods and communication skills that would address the learning and developmental needs of students.
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.

Page 6 of 6 | Total Record : 54

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