International Journal of Studies in Education and Science
The International Journal of Studies in Education and Science (IJSES) is a peer-reviewed scholarly online journal published quarterly in Winter, Spring, Summer, and Fall. IJSES does not charge any publication fees. IJSES is an international journal that welcomes original and unpublished research papers in the fields of education and science. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues. The primary focus of the journal is education. Therefore, submissions from science-related fields are required to clearly demonstrate their educational relevance or implications. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. All manuscripts submitted to IJSES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The galley proof will be shared with the authors before publication. Any final requests for changes should be made at this stage. Once the paper has been published, no further changes can be made. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
International Society for Technology, Education, and Science (ISTES)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Studies in Education and Science (IJSES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Students’ Perceptions of Skills Expectations in Science-Related Careers
Secondary school students show limited socialization, interest and awareness in science careers. This study explores the students’ perceptions of essential working life skills in science-related careers. Data were collected from 144 students through questionnaires and self-created job advertisements and applications and analysed with content analysis. Adopting a sociological lens, we interpret students’ perceptions as identity work shaped by school, counselling, and local labour-market discourses. Results reveal that students perceive the most important skills in science-related careers to be Ways of working and Ways of thinking such as being careful, curious and precision. While students emphasized formal education and field experience in job ads, their understanding of required qualifications varied, with many applications showing over- or under-qualification. These mismatches suggest partial and status-oriented understandings of vocational pathways. We discuss implications for equitable guidance, teacher–counsellor collaboration, and context-rich career-related instruction in science education. To promote career awareness and interest in science, students need broader, more realistic information about science professions, which can be supported through interaction with professionals, but also with collaboration of science teachers and counsellors.
Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
Trends in Mathematical Problem-Solving Skills in Mathematics Learning
Mathematical problem-solving skills is an essential skill that students must possess because it supports their understanding of mathematical concepts, the application of knowledge in daily life, and the development of higher-order thinking skills such as critical and analytical thinking. However, various studies show that this ability is still considered low, necessitating a systematic and comprehensive research mapping. This study aims to identify trends in research on mathematical problem-solving abilities in mathematics learning from 2021 to 2025. The method used is a Systematic Literature Review based on the PRISMA 2020 protocol, utilising the Scopus database. The analysis was conducted with the assistance of VOSviewer to visualise keyword connections, research theme clusters, and publication patterns. The study results show an increase in the number of publications year after year, peaking in 2025. A qualitative research approach dominates, while the most frequently used instrument is a test sheet. The most researched educational level is high school, followed by middle school and teachers. Frequently occurring keywords include problem-solving, problem-based learning, and technology as the main focus. The latest trend points toward utilising authentic problem-based learning technologies and strategies to enhance mathematical problem-solving abilities. This finding confirms that mathematical problem-solving ability is an important complex skill.
Epistemological Obstacles of Pre-Service Elementary Teachers in Understanding Fraction
This study aims to identify the epistemological obstacles encountered by pre-service elementary school teachers in understanding the concept of fractions. The study employs a qualitative approach with a phenomenological design to explore students' subjective experiences. The subjects were 73 pre-service elementary teachers who had completed a Basic Mathematics course. Data were collected through a learning obstacle test and semi-structured interviews. The data analysis involved reduction, categorization, and descriptive analysis to identify patterns of epistemological obstacles. The findings revealed that students have a limited understanding of fractions as numbers, visual representations, and fraction operations. Epistemological obstacles include difficulties in understanding fractions as parts of a whole, sets, or points on a number line, as well as common errors in fraction operations such as addition and multiplication. This lack of conceptual understanding is attributed to procedural-focused learning without reinforcing the conceptual meaning. In conclusion, epistemological obstacles in fraction understanding among pre-service elementary teachers highlight the need for more adaptive and concept-based pedagogical approaches. This study recommends the development of more effective curricula and teaching strategies to better prepare future teachers to address the challenges of teaching fractions.
The Love Component of the Hope Wheel through Students’ Mini -Project in Mathematics: Task - Based Learning (TBL)
This study explores the manifestation of the Love component within the Wheel of Hope framework during mathematics project work among secondary students. Drawing on the principles of positive psychology and affective learning, the research investigates how students express happiness, care, and connection while completing collaborative math projects. Using a qualitative observational design, data was collected through classroom observations, student reflections, and online surveys through the Google Form. The findings reveal that students frequently expressed emotional engagement characterized by joy, mutual support, appreciation for problem-solving, and satisfaction upon task completion. These behaviors exemplify the Love dimension of the Wheel of Hope, highlighting how affective experiences contribute to motivation and persistence in mathematics learning. The study suggests that integrating effective components into mathematics education can foster deeper learning and emotional well-being, positioning love and happiness as essential contributors to academic success and personal growth
Improving Students’ Learning Outcomes in Mathematics Courses using Asset-Based and Equity-Minded Approaches
Teaching mathematics courses, for example Calculus, at the university level presents unique challenges due to the diverse academic, cultural, and socioeconomic backgrounds of students. This paper explores the implementation of asset-based and equity-minded pedagogical approaches to improve student learning outcomes in entry level mathematics courses. By recognizing and leveraging the unique strengths and experiences each student brings to the classroom, the instructor fosters a more inclusive and supportive learning environment. The study outlines the logistics of initiating such an approach, including the use of peer learning strategies like “study buddy” model. The paper details the methods used to implement these strategies and discusses their impact on student engagement, motivation, and academic performance. Findings suggest that when students feel valued and supported, their confidence and competence in mathematics significantly improve. This approach offers a replicable model for educators seeking to enhance equity and effectiveness in STEM education.
A Critical Policy Analysis of the Disjuncture between the Higher Education Computing Curricula and the Electronics Engineering Law
This study critically examines the disjuncture between the computing curricula and the Electronics Engineering Law of 2004 within the context of Philippine education and professional regulation. Guided by the framework of Critical Policy Analysis, it investigates how the legislative, implementing, and academic tiers of state policy interact to produce systemic incoherence and exclusion. Using qualitative documentary analysis, the study reviewed key laws, regulations, and issuances. Findings show that the legislative definition of electronics engineering, reinforced by regulatory interpretation, extends into computing and information technology domains defined as distinct academic disciplines. This overlap excludes qualified computing graduates from professional practice, transforming education into a pathway of exclusion rather than empowerment. The analysis further demonstrates that this disjuncture violates constitutional guarantees of quality education, academic freedom, and equal protection. The study concludes that the conflict between academic authority and regulatory mandate constitutes both policy and constitutional incoherence. It recommends legislative clarification, inter-agency coordination, and constitutional harmonization to ensure that education and professional regulation function as complementary pillars of social justice and national development.
Strategies for Culturally Responsive Mathematics Teaching: Secondary School Teachers' Perspectives and Experiences
Culturally responsive teaching (CRT) is increasingly recognized as a pedagogical framework capable of addressing persistent inequities in mathematics education by aligning instruction with students' sociocultural contexts. This study explores the strategies, equity implications, and challenges of implementing CRT in mathematics education in public secondary schools in The Gambia. Grounded in Vygotsky’s sociocultural theory, the study employed a qualitative approach, utilizing semi-structured interviews with eight mathematics teachers and eight student focus groups across three secondary schools. The data were transcribed, coded, and thematically analyzed. Findings revealed six dominant CRT strategies: integrating real-life community-based examples, using students’ first languages for instruction, incorporating cultural games, adapting teaching materials, leveraging students’ cultural funds of knowledge, and involving learners in collaborative, inclusive group tasks. Teachers highlighted that CRT fosters equity by contextualizing instruction, validating students’ cultural identities, and bridging academic gaps across socio-economic backgrounds. However, several challenges were identified, including lack of culturally relevant instructional materials, curriculum rigidity, student resistance to non-traditional methods, overcrowded classrooms, limited knowledge of diverse cultures, and insufficient professional development. The study confirms that CRT holds substantial promise for fostering equitable and inclusive mathematics education. However, systemic reforms, particularly in curriculum design, teacher training, and assessment policies, are necessary to institutionalize culturally responsive practices in The Gambia’s education system.
Improving the Graph Interpretation Competencies of Preservice Secondary Science Teachers Through Long-Term Independent Inquiry Project Work
Understanding graphs is a necessary component of understanding science communication. Previous work indicated that pre-service science teachers have difficulty with this sort of data interpretation (Bowen, Bartley & Melville, 2025; Bowen et al., 2016). It is suggested that experience in conducting independent field work may be necessary to increase the competency of pre-service science teachers in graphing practices. A previous study (Bowen & Roth, 2005) suggested that an improvement in competency was not gained from engaging in a short-term inquiry project, much as short-term engagements have not improved Nature of Science understandings (Edgerly et al., 2023; Akerson et al., 2006, 2017). Evidence from this study suggests participation in an extended inquiry project did improve several aspects of discourse over and about graphs. Three positive outcomes from engaging in a long-term inquiry project are identified: (1) There was an improved canonical use of inscriptions as demonstrated by a higher use of abstract transformations, (2) There was an increase in the use of external referents, (3) There was an increase in the use of personal experiences to make sense of the components of the data problem and to interpret the relationships. Implications of these findings for preparing science teachers are discussed.
Trust, Power, and Task: Conditions for Productive Collaboration in Mathematics Classrooms
Collaboration plays a crucial role in mathematics education, influencing student engagement, problem-solving and critical-thinking abilities, and classroom equity. Bridging the gap between theory and practice is an essential step to using and applying advancements in educational research. This study examines the implementation of collaboration and peer-to-peer discourse in classrooms across the United States, focusing on the specific strategies educators employ to enhance student participation in exchanging ideas through discussion. Through qualitative interviews with experienced math teachers and/or education researchers, the study aims to identify methods that foster collaboration and open, helpful peer-to-peer discourse. The study takes a systematic approach by examining classroom collaboration through three lenses: student trust and safety, power dynamics, and task selection. It finds that creating a comfortable environment where students can trust one another, a situation where teacher-student and student-student power dynamics are fair, and one where task structures are both challenging and accessible to the majority of the classroom are all key aspects to creating an environment conducive to productive collaboration.
The Effect of a Teacher-Developed Curriculum on Engineering Students’ Assessment Scores and 21st Century Skills
This study aimed to evaluate the effect of a teacher-developed curriculum on grade 11 female Emirati students’ assessments scores and 21st century skills. Qualitative and quantitative methods were used to answer the research questions. A quasi-experiment was set up with two groups consisting of two female teachers and 20 female students. The quasi-experiment focused on evaluating the pre-and posttest scores for the students to ascertain whether a teacher- developed curriculum would show significant improvements in students assessment scores. Further, an observation of a top-down and teacher-developed lesson was conducted and carefully analyzed to overlook the 21st century skills deployed by the female students. The results of the quasi-experiment showed that students assessment scores improved under both treatments and there was no significant difference in the assessments scores of students who were taught through a teacher-developed curriculum. However, a teacher-developed curriculum enhanced the use of the students’ 21st century skills.
Smartphone Distraction and Time Management in Learning Mathematics
The increasing use of smartphones among students has raised concerns about their potential impact on their ability to manage time effectively, particularly in learning mathematics. This study examined the relationship between smartphone distraction and time management among first-year pre-service teachers. Specifically, it aimed to determine smartphone distraction and time management levels and assess the relationship between the two variables. Using a correlational research design, the study involved 110 respondents who answered a validated Likert-scale questionnaire. The results revealed that students demonstrated moderate smartphone distraction and time management levels. A significant positive relationship was found between the two variables, suggesting that while students may experience frequent smartphone distractions, they also make efforts to manage their time effectively. These findings underscore the importance of promoting digital self-awareness and reinforcing time management practices to support students' academic journey, particularly in mathematics learning.
Pre-Service Teachers’ Scientific Explanations of Evaporation: A Deductive Analysis of Causal Reasoning Levels
The purpose of this study was to examine the levels of causal reasoning in pre-service elementary teachers’ scientific explanations of the evaporation phenomenon. A case study approach was adopted and a total of fourteen first-year university students enrolled in a primary teacher education program at a state university in Turkey. Individual interviews were conducted with students who volunteered, and each student was asked to explain why spilled water on a table dries up over time. Students’ explanations were analyzed deductively based on a coding framework adapted from Braaten and Windschitl. The results indicated that while students can identify and describe the observable aspects of evaporation, they struggle to articulate a comprehensive scientific explanation that addresses the underlying causal mechanisms at a molecular or theoretical level. The findings highlighted the need for instructional strategies at middle and high school levels that explicitly target the development of scientific reasoning skills, especially those that help students link macroscopic observations to molecular-level processes and integrate these with established scientific theories.
Professional Pathways of Secondary Education Graduates
This study investigates the socio-demographic, academic, and employment profiles of 2022 graduates of the Bachelor of Secondary Education (BSE) program at Bukidnon State University, focusing on job fit, competencies, and employment experiences. The primary objectives were to describe graduates' profiles, identify employment outcomes, assess competencies useful in their careers, and evaluate job fit. Using a quantitative design, the study gathered data through surveys with graduates. It was fond out that while the majority of graduates were female, with Malaybalay City as their primary origin, only a small fraction pursued further studies. Unemployment rates were high, and fewer graduates secured regular or tenured positions. Notably, the competencies most valued in the job market were communication, human relations, problem-solving, and critical thinking skills, whereas entrepreneurial skills were considered less relevant. The job fit analysis revealed that graduates in the Filipino and Science specializations had higher job alignment with their degree, while Social Studies graduates faced significant challenges. The study recommends promoting gender balance, increasing ethnic and cultural diversity in the curriculum, decentralizing educational access, and enhancing opportunities for further studies. Further research is needed to explore the factors influencing these outcomes and develop strategies for improving graduate employability and job fit in the education sector.
Enhancing Students’ Higher-Order Thinking Skills in Mathematics
This study explores the possible effects of incorporating Polya's Problem-Solving Method on Bukidnon State University Secondary Laboratory School (SLS) students' academic performance in Mathematics. This intervention study is intended to untangle significant information that will inform the educational field to understand SLS students' academic performance. This study aims to analyze whether incorporating Polya's Problem-Solving Method improves the students' academic performance in mathematics and perception towards problem solving. A quantitative one-group pretest-posttest research design approach was employed using survey questionnaires. The results show that incorporating Polya's Problem-Solving Method significantly improved students' academic performance and demonstrated increased Higher Order Thinking Skills in solving mathematical problems. The findings suggest that integrating Polya's Problem-Solving Method into the curriculum can promote autonomous learning and enhance higher-order thinking Skills in Grade 7 students. Further research is recommended to explore the effectiveness of combining this method with other instructional strategies to improve students’ problem-solving skills and academic achievement.
Comparative Effect of Collaborative and Traditional Learning Strategies on Senior High School Students’ Performance in Circle Theorems
This study examined the comparative effects of collaborative learning and the traditional learning strategy on senior high school students’ performance in circle theorems. The motivation stemmed from persistent concerns about low achievement in geometry among Ghanaian students, often attributed to reliance on teacher-centered instructional approaches. Guided by the principles of social constructivism, the study adopted a quantitative paradigm with a quasi-experimental design. Two intact classes were purposively selected from Senior High School B and Senior High School A. In total, 152 students participated, comprising 76 in the experimental groups (collaborative learning) and 76 in the control groups (traditional lecture method). A researcher-designed test consisting of 20 multiple-choice items on circle theorems served as the data collection instrument. Independent samples t-tests were employed to compare post-test scores. The findings revealed that students exposed to collaborative learning significantly outperformed their counterparts taught with the traditional method, suggesting that collaborative approaches promote deeper conceptual understanding and problem-solving skills in geometry. The study concludes that collaborative learning is a more effective instructional strategy for teaching circle theorems at the senior high school level. It recommends that mathematics teachers integrate structured peer interactions into classroom instruction to enhance learning outcomes.
A Systematic Review of the Integration of Collaborative Learning and Polya’s Problem-Solving Strategy for Enhancing Pre-service Teachers’ Critical Thinking
Critical thinking is essential in mathematics education, yet traditional methods often fail to develop it effectively. This systematic review examines the integration of collaborative learning and Polya’s problem-solving strategy to enhance critical thinking in mathematics instruction. A comprehensive search of ERIC, SAGE, Taylor & Francis, and Google Scholar was conducted for peer-reviewed studies published between 2021 and 2025. Inclusion criteria required studies to focus on mathematics instruction, apply both strategies, measure critical thinking outcomes, and be in English. Eighteen studies met these criteria. A narrative synthesis approach was used due to methodological diversity, and study quality was assessed using the CASP checklist. Findings reveal that the integrated approach improves Pre-service teachers’ critical thinking, engagement, and problem-solving skills, though its effectiveness depends on factors such as facilitator competence, instructional design, and learner characteristics. Despite growing use of both strategies, limited empirical research exists on their combined impact on pre-service teachers’ critical thinking. Additionally, critical thinking remains an underemphasized focus in teacher training programs. The review was not registered in a systematic review protocol database. Future research should explore varied educational levels and contexts to strengthen the evidence base and guide the development of effective instructional models.
: Integration of collaborative learning and Polya’s Problem-Solving strategy, Systematic Review, Enhancing pre-service teachers’ critical thinking
Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
Efficacy of a Special Relativity Game-Based Learning Tool
Teaching modern physics, particularly special theory of relativity (STR), is challenging because of its abstract nature which requires thought experiments. This mixed-methods study was designed, developed and assessed a Special Relativity Game of Games (SRGoG) to overcome such challenges and enhance learning. Guided by a Plan-Do-Check-Act (PDCA) framework, and a convenience sampling technique, several students and teachers from a state university evaluated the game-based learning (GBL) tool’s efficacy. Quantitative data indicated the game to be very acceptable for both its content validity (M = 4.85, SD = 0.35) and instructional and technical quality (M = 4.81, SD = 0.42). Qualitative findings, have also shown valuable feedback implying its student-centered characteristics such as educational, easy-to-use, user-friendly, and engaging. These results suggest the potential use of the board game for instructional purposes.
Integrating Peer-Pair Tutoring in Improving Students’ Mathematics Motivation in Geometry
Peer- pair tutoring refers to a flexible grouping strategy where a student that excels academically is paired with a struggling student to reinforce motivation in learning mathematics. The study utilized a one-shot case study design to assess the outcomes of the peer- pair tutoring intervention on grade 8 students’ mathematics motivation in geometry. The researchers used paired sample T-test as a statistical tool. Moreover, a matrix-formed close- ended questionnaire was utilized as the instrument in gathering students’ mathematics motivation. The instrument used was pilot tested by Fiorella, Yoon, Atit, Power, & Panther (2021) with a Cronbach’s alpha of 0.85. Furthermore, the result of the study implies that the level of Grade 8 students’ mathematics motivation is relatively high. However, the integration of Peer- Pair Tutoring does not improve the mathematics motivation of Grade 8 students in Geometry. While peer tutoring has proven to be a valuable educational tool in many contexts (Lim 2014), including mathematics education, its effectiveness in improving students’ motivation towards mathematics can be influenced by various factors.
Gamified Assessment in Colleges of Education: Challenges and Possibilities
Assessment practices in Ghanaian Colleges of Education (CoEs) are evolving due to a new competency-based teacher curriculum and the increasing use of educational technologies. This study examines the potential of Kahoot!, a free game-based student response system, as both a formative and summative assessment tool in three Ghanaian CoEs. Using a pragmatic approach, a sequential explanatory mixed-methods design collected (a) pre- and post-test achievement data and survey responses from 153 preservice teachers who completed eight Kahoot quizzes in Mathematics and Social Studies methods courses, and (b) focus group and interview data from 18 lecturers and 24 preservice teachers. Quantitative results indicated significant improvement in quiz scores (t(152)=12.14, p < .001) and high usability ratings (M = 4.31/5). Thematic analysis identified four key themes: increased engagement and motivation, real-time feedback for adaptive teaching, challenges related to infrastructure and connectivity, and the need for policy support. The findings suggest that Kahoot can enhance formative feedback and align with Ghana’s competency-based assessment goals if issues of connectivity, professional development, and equity are addressed. It is therefore recommended that policymakers create an inclusive implementation guideline, provide targeted professional development for lecturers, and Institutionalize Game-Based Assessment in Teacher Education.
Determinants of High School Students’ Mathematics Achievement: The Role of Motivation, Self-Efficacy, and Productive Disposition
This study aims to determine the partial direct effects of learning motivation, self-efficacy, and productive disposition on students' mathematics learning outcomes. Previous studies have generally focused on only one or two affective variables in isolation, whereas this study seeks to integrate three key variables that reflect students' attitudes, beliefs, and behavioral tendencies in learning mathematics. An ex post facto approach was employed, involving a sample of 150 students. The instruments used consisted of a questionnaire to collect data on learning motivation, self-efficacy, and productive disposition, as well as a set of test questions to assess students’ mathematics learning outcomes. Based on the results of the data analysis, descriptive data indicated a tendency toward high scores in mathematics learning outcomes, along with varying levels of motivation, self-efficacy, and productive disposition. Further findings show that learning motivation, self-efficacy, and productive disposition each have a significant direct effect on students' mathematics learning outcomes. Therefore, enhancing learning motivation, fostering self-efficacy, and developing productive dispositions should be integral components of instructional strategies in schools to improve student learning outcomes in a comprehensive and sustainable manner.
Academic Self-concept and Motivation of University Students in a Self-paced Developmental Mathematics Course
This study utilized the Academic Self-Description Questionnaire (SDQ III) and the Motivation section of the Motivated Strategies for Learning Questionnaire (MSLQ) in the context of a self-paced developmental mathematics course. A total of 108 undergraduate students participated. Descriptive statistics were used to evaluate students’ academic self-concept and motivation. The analysis of the results indicated that students exhibited moderate levels of both academic self-concept and motivation. Future research should include measures of academic achievement to better understand these relationships and strengthen the foundation for effective interventions. Further research across diverse populations and settings—particularly longitudinal studies—would offer deeper insights into how academic self-concept and motivation develop over time in self-paced developmental mathematics courses.
Development and Validation of the Perceived Scientific Inquiry Skills Questionnaire (P-SIS-Q) for Preservice Science Teachers
In today’s dynamic educational landscape, equipping preservice science teachers (PSSTs) with robust scientific inquiry skills is essential to advancing students’ scientific literacy and promoting evidence-based reasoning in classrooms. Despite this importance, there is a lack of validated instruments specifically designed to assess PSSTs’ self-perceived competencies in scientific inquiry. This study addresses that gap by developing and validating the Perceived Scientific Inquiry Skills Questionnaire (P-SIS-Q)—a self-report instrument originally composed of 31 items based on the Scientific Inquiry Skills Framework. The questionnaire was administered to 352 PSSTs enrolled at a state university in Central Luzon, Philippines. Exploratory factor analysis (KMO = .970; Bartlett’s test, p < .0001) revealed a three-factor structure: (1) Conducting Scientific Investigations, (2) Data Analysis, Interpretation, and Argumentation, and (3) Communicating Scientific Findings. Internal consistency for each factor was high, with Cronbach’s alpha values of .888, .895, and .864, respectively. Results showed that PSSTs perceived themselves as generally proficient in scientific inquiry, particularly in communicating scientific findings. However, they reported comparatively lower confidence in data analysis and argumentation—highlighting a need for targeted pedagogical support in these higher-order skills. The validated P-SIS-Q offers a reliable and contextually relevant tool for assessing scientific inquiry competencies in teacher education. Its development responds to the growing demand for inquiry-based science instruction and aligns with global education priorities, as reflected in international benchmarks such as PISA. The instrument can inform curriculum development, teacher training, and further research aimed at enhancing inquiry-driven science teaching across diverse educational contexts.
Investigating the Impact of Instructional Factors on Linear Function Skills and Academic Engagement
This correlational study investigated the impact of instructional factors on students' skills in linear functions and their academic engagement in mathematics courses in Gatsibo District. Utilizing a quantitative approach, data were collected from 276 secondary school students through a structured questionnaire designed to measure teaching strategies, availability of learning resources, and student motivation. Pearson correlation coefficients were calculated to explore relationships among these variables, revealing a significant positive correlation, particularly with student motivation (r = 0.988), which was the strongest predictor of success in linear function exercises and retention of knowledge. Additionally, effective teaching strategies and heightened student attention were associated with improved engagement indicators. The study highlighted the importance of prioritizing student motivation and positioning engaging instructional strategies to enhance academic performance in linear functions, supporting for targeted interventions to raise deeper understanding and improved outcomes in mathematics education
Intercultural Mathematical Education: Ethnomodelling as a Theoretical-methodological Proposal for Basic Education
An intercultural Mathematics Education seeks to integrate different cultural contexts in teaching and learning Mathematics. In this direction, this theoretical paper seeks to discuss intercultural Mathematics Education, anchored in the assumptions of Ethnomodelling. The objective is to present the concept of Ethnomodelling and ethnomodels, as well as their contributions to intercultural Mathematics Education. Ethnomodelling understood here as a theoretical-methodological construct is an emerging approach within the scope of Mathematics Education, presenting itself as a proposal that relates Ethnomathematics with Mathematical Modelling, based on the elaboration of ethnomodels, which seek to establish communication between different mathematical knowledge systems, allowing intercultural comparisons and translation between local and global approaches. Thus, this article emphasizes the importance of recognizing diversity and knowledge constructed from students' social and cultural experiences. In addition to overcoming the hegemonic view, it seeks to value and legitimize cultures that have been historically marginalized by the social and educational system, promoting a more inclusive, equitable and representative education.
The Classroom’s Calm [Safe] Space for Anxious Youth: Suggestions from the Literature, Interior Designers, and Debilitated Anxious Youth
Anxious youth usually dwell in fear of making mistakes, and thus, flounder in second guessing and procrastination as well as demonstrating a preference for socially withdrawing which deters healthy interpersonal development (Boorady, 2023, April 14; Ehmke, 2023, April 14; Killu, et al., 2016). In order to assist emotionally overwhelmed students in the classroom, school teachers may dedicate space in the classroom purposed as a “Calm” or “Safe” Space in which students, who suffer emotional deregulation can have privacy in order to refocus and reflect. Anxious youth who suffer from debilitating anxiety refer to this room as a “Safe” Space which stresses the need for perceiving safety as a priority before facilitating and maintaining self-control. Although educational websites model classroom-supported spaces which are dedicated for all youth who encounter emotional deregulation, the cozy home-like decor of these spaces was perceived as overstimulating and housing bacteria infestations which served to trigger and escalate anxiety. This paper will provide information on an effectively designed Calm or Safe Space as determined by debilitated anxious students, an interior designer, and from the literature.
Effect of Problem-Solving Enrichment Activities on Mathematics Achievement
This study investigated the effectiveness of using manipulative materials in enhancing problem-solving skills in Mathematics among Grade 2 pupils at Barugo II Central School for the school year 2018–2019. A quasi-experimental design was employed, with 40 pupils divided into an experimental group (n=20), which was taught using manipulative materials, and a control group (n=20), which received traditional instruction without manipulatives. A pre-test and post-test were administered to both groups to measure problem-solving achievement. Results revealed that pupils in the experimental group demonstrated significantly higher improvement in their problem-solving skills compared to those in the control group. The mean post-test score for the experimental group (20.05) was notably higher than that of the control group (15.90), and the statistical analysis confirmed that this difference was significant. Both groups showed improvement from pre-test to post-test, but the use of manipulative materials provided a more substantial gain in problem-solving achievement. The findings suggest that manipulative materials serve as an effective tool for enriching problem-solving skills in Mathematics. Based on the results, it is recommended that teachers integrate manipulative materials into their lessons and that enrichment activities be continuously developed and validated. The study also proposed an intervention scheme to further enhance problem-solving abilities in Mathematics, which future researchers could build upon.
Students’ Perceptions of Collaborative Learning Approach and the Interplay of Some Demographic Variables in Learning Basic Science
In recent pedagogical innovations aimed at enhancing students' understanding of basic scientific knowledge, the collaborative learning approach (CLA) has emerged as an enterprising pedagogical approach. However, there has been limited research attention on students' perceptions of the use of CLA amidst its obvious benefits. For this purpose, students’ perception, toward the use of CLA in Basic Science was evaluated. Using cross-sectional survey design and Social cognitive theory (SCT), students learning behaviour and perception were explained. Data have been collected through questionnaires from basic education students. Descriptive statistics were utilized to answer the research questions, while hypothesis testing was conducted using independent sample t-tests and ANOVA at a 0.05 alpha level. The findings provided evidence that students’ perception is generally positive towards the use of CLA, & no significant difference in the perception of male & female students was observed. The findings also provided evidence that there is no significant difference between students’ birth order and their perceptions of CLA in the classroom. Amongst all, the classroom setting & teacher relationship with the students should be revisited to enhance equal participation of males & females.
Factors Influencing Teachers’ Choice and Use of Assessment
Research on the factors influencing teachers’ assessment conceptions and practices is sparse. There is also a need to explore the complex relationship between personal and school-level factors that influence teachers’ assessment practices. Therefore, this explanatory sequential mixed methods study investigated the levels and types of factors that influenced Jamaican secondary school teachers’ choice and use of assessment and the interactions among the factor levels. 1088 secondary school teachers were surveyed, and the quantitative findings were explored with 32 teachers of English. Standard multiple regression revealed that micro-, meso- and macro-level factors influenced the teacher's frequency of use of traditional and alternative assessment tools and strategies, with the micro-level factors making the greatest unique contribution. Case study analysis also revealed that the assessment and teacher factors influenced teachers to use summative and formative assessment, respectively. The findings also revealed that the micro-level teacher factors mitigated the influence of the meso- and macro-level assessment factors to influence teachers to use assessment for formative purposes. These findings highlight the need for national and school-level policies and interventions to support teachers' formative use of assessment.
Optimizing High School Mathematics Achievement through the Lens of Realistic Mathematics Education: The Mediating Role of Teacher Self-Efficacy
This study examines the relationship between teaching quality, teacher self-efficacy, and students' mathematics achievement among junior high school students in Ghana, utilizing Realistic Mathematics Education and Self-Determination Theory as frameworks. A stratified purposive sample of 507 junior high school mathematics teachers from eight regions was selected, employing a correlational cross-sectional survey design. Structural Equation Modeling (SEM) tested the hypotheses that teaching quality positively affects mathematics achievement, teacher self-efficacy influences teaching quality, and self-efficacy mediates the relationship between teaching quality and achievement. Results confirmed that high-quality teaching significantly improves mathematics achievement, especially when contextualized with RME principles. Teacher self-efficacy emerged as a critical factor in enhancing teaching quality and directly influencing student outcomes. Mediation analysis showed that teacher self-efficacy strengthens the effect of teaching quality on achievement. These findings highlight the need for educational policies to focus on professional development that boosts teachers' efficacy and promotes realistic, student-centered instructional strategies.
Learners’ Perceptions of the Challenges and Improvement Strategies in Distance and Online Undergraduate Mathematics Learning
In order to address the diverse needs of the present-day distance and online Mathematics learners, it is necessary to obtain the opinions of the learners on the improvement strategies of their Mathematics programmes. In distance and online learning (DOL) education in Nigeria, different strategies to improve mathematics learning have been initiated. The aim of this paper is to provide students’ standpoint on the challenges and improvement strategies of learning mathematics through the distance and online method of education. The study explores how internet connectivity issues, institutional strategies and facilitation skill development impacted upon mathematics students’ engagement in distance and online mode of learning. In this study, distance and online mathematics learners from two Open and Distance Learning (ODL) universities who were in the third year of their study were interviewed. A thematic analysis and a word-for-word narrative inquiry approach that encourages students to tell their story were adopted in the analysis. The findings indicated among others a need for provision of efficient, viable and affordable internet connectivity in their schools. Moreover, inclusion of several online mathematics activities for students learning in this mode and provision of relevant mathematical resources for effective learning were evident. It was recommended that the school in collaboration with the government should provide costless personal computers equipped with mathematical capabilities for effective mathematics learning. The students’ opinions presented in this paper can be used as informed improvement strategies designed to enhance distance and online mathematics learning in ODL universities in Nigeria.