International Journal of Studies in Education and Science
type: channel
description: 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 IJSES is an international journal that welcomes original and unpublished research papers in the fields of education and science.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 All manuscripts submitted to IJSES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission.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 Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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 …
publisher: International Society for Technology, Education, and Science (ISTES)
language: en
publication name: International Journal of Studies in Education and Science
issn: 2767-9799
copyright: 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.
items: Epistemological Obstacles of Pre-Service Elementary Teachers in Understanding Fraction
items: Trust, Power, and Task: Conditions for Productive Collaboration in Mathematics Classrooms
items: The Effect of a Teacher-Developed Curriculum on Engineering Students’ Assessment Scores and 21st Century Skills
items: Smartphone Distraction and Time Management in Learning Mathematics
items: Pre-Service Teachers’ Scientific Explanations of Evaporation: A Deductive Analysis of Causal Reasoning Levels
items: Professional Pathways of Secondary Education Graduates
items: Enhancing Students’ Higher-Order Thinking Skills in Mathematics
items: Comparative Effect of Collaborative and Traditional Learning Strategies on Senior High School Students’ Performance in Circle Theorems
items: A Systematic Review of the Integration of Collaborative Learning and Polya’s Problem-Solving Strategy for Enhancing Pre-service Teachers’ Critical Thinking
items: Efficacy of a Special Relativity Game-Based Learning Tool
items: Integrating Peer-Pair Tutoring in Improving Students’ Mathematics Motivation in Geometry
items: Gamified Assessment in Colleges of Education: Challenges and Possibilities
items: Determinants of High School Students’ Mathematics Achievement: The Role of Motivation, Self-Efficacy, and Productive Disposition
items: Academic Self-concept and Motivation of University Students in a Self-paced Developmental Mathematics Course
items: Investigating the Impact of Instructional Factors on Linear Function Skills and Academic Engagement
items: Development and Validation of the Perceived Scientific Inquiry Skills Questionnaire (P-SIS-Q) for Preservice Science Teachers
items: The Classroom’s Calm [Safe] Space for Anxious Youth: Suggestions from the Literature, Interior Designers, and Debilitated Anxious Youth
items: Students’ Perceptions of Collaborative Learning Approach and the Interplay of Some Demographic Variables in Learning Basic Science
items: Effect of Problem-Solving Enrichment Activities on Mathematics Achievement
items: Intercultural Mathematical Education: Ethnomodelling as a Theoretical-methodological Proposal for Basic Education
items: Learners’ Perceptions of the Challenges and Improvement Strategies in Distance and Online Undergraduate Mathematics Learning
items: Factors Influencing Teachers’ Choice and Use of Assessment
items: Enhancing Independent Learning and Academic Performance in Algebra Through Photomath Application
items: Constructing Mathematical Literacy Problems and Assessing Students’ Solving Abilities
items: Optimizing High School Mathematics Achievement through the Lens of Realistic Mathematics Education: The Mediating Role of Teacher Self-Efficacy
items: Bibliometric Analysis of Studies on Nanolearning and Microlearning
items: Evaluating the Impact of Science Curriculum on First-Grade Students' Science Literacy and Engagement
items: Teaching Preparedness, Demographic, and Academic Factors on Teaching Competencies: A Structural Equation Modelling Approach
items: Development and Validation of an Assessment Tool for Measuring Innovative Thinking in STEM Students
items: The Effectiveness of Brain-Based Learning (BBL) on Students’ Achievement and Knowledge Retention in Science

Epistemological Obstacles of Pre-Service Elementary Teachers in Understanding Fraction
type: item
description: 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.
subject: Articles
  topic: section
subject: Conceptual Understanding
  topic: keywords
subject: Fractions
  topic: keywords
subject: Epistemological Obstacles
  topic: keywords
subject: Pre-Service Teachers
  topic: keywords
creator: Zul Jalali Wal Ikram
creator: Turmudi
creator: Bambang Avip Priatna
creator: Yaya Sukjaya Kusumah
creator: Suparman
creator: Toni Hidayat
creator: Muhammad Faisal Lutfi Amri
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 78
ending page: 112
doi: 10.46328/ijses.6624

Trust, Power, and Task: Conditions for Productive Collaboration in Mathematics Classrooms
type: item
description: 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.
subject: Articles
  topic: section
subject: Math education
  topic: keywords
subject: Collaborative learning
  topic: keywords
subject: Self-efficacy
  topic: keywords
subject: Classroom discourse
  topic: keywords
creator: Alisha Jain
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 124
ending page: 136
doi: 10.46328/ijses.5866

The Effect of a Teacher-Developed Curriculum on Engineering Students’ Assessment Scores and 21st Century Skills
type: item
description: 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.
subject: Articles
  topic: section
subject: Teacher involvement
  topic: keywords
subject: Curriculum development
  topic: keywords
subject: Top-down approach
  topic: keywords
subject: 21st century skills
  topic: keywords
creator: Shafia Abdul Rahman
creator: Dalia Rashdan
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 63
ending page: 77
doi: 10.46328/ijses.5850

Smartphone Distraction and Time Management in Learning Mathematics
type: item
description: 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.
subject: Articles
  topic: section
subject: Smartphone distraction
  topic: keywords
subject: Time management
  topic: keywords
subject: Mathematics learning
  topic: keywords
creator: Cindy D. Dedicatoria
creator: Abegail T. Gonzaga
creator: Jovan Ian S. Manila
creator: Jonah L. Antipuesto
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 113
ending page: 123
doi: 10.46328/ijses.5667

Pre-Service Teachers’ Scientific Explanations of Evaporation: A Deductive Analysis of Causal Reasoning Levels
type: item
description: 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.
subject: Articles
  topic: section
subject: Scientific explanation
  topic: keywords
subject: Pre-service teachers
  topic: keywords
subject: Causal reasoning
  topic: keywords
subject: Deductive analysis
  topic: keywords
creator: Yilmaz Saglam
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 12
ending page: 24
doi: 10.46328/ijses.5655

Professional Pathways of Secondary Education Graduates
type: item
description: 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.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Quantitative Design
  topic: keywords
subject: Tracer Study
  topic: keywords
creator: Joseph C. Pasco
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 41
ending page: 62
doi: 10.46328/ijses.5604

Enhancing Students’ Higher-Order Thinking Skills in Mathematics
type: item
description: 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.
subject: Articles
  topic: section
subject: Higher Order Thinking Skills
  topic: keywords
subject: Polya’s Problem Solving Method
  topic: keywords
subject: Academic Performance
  topic: keywords
creator: Mark Anthony Obsioma
creator: Maria Lourdes Sajulga
creator: Rryden James D. Sumala
creator: Kim Q. Sipin
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 1
ending page: 11
doi: 10.46328/ijses.5599

Comparative Effect of Collaborative and Traditional Learning Strategies on Senior High School Students’ Performance in Circle Theorems
type: item
description: 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.
subject: Articles
  topic: section
subject: Collaborative learning
  topic: keywords
subject: Traditional learning strategy
  topic: keywords
subject: Circle theorems
  topic: keywords
subject: Mathematics achievement
  topic: keywords
subject: Senior high school
  topic: keywords
subject: Ghana
  topic: keywords
creator: Akua Dapaah Boatemaa
creator: Yarhands Dissou Arthur
creator: Ebenezer Appiagyei
creator: Benjamin Adu Obeng
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 25
ending page: 40
doi: 10.46328/ijses.5523

A Systematic Review of the Integration of Collaborative Learning and Polya’s Problem-Solving Strategy for Enhancing Pre-service Teachers’ Critical Thinking
type: item
description: 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.
subject: Articles
  topic: section
subject: : Integration of collaborative learning and Polya’s Problem-Solving strategy, Systematic Review, Enhancing pre-service teachers’ critical thinking
  topic: keywords
creator: Isaiah Dilor Dookurong
creator: Yarhands Dissuo Arthor
creator: Emmanuel Akwerty
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 395
ending page: 428
doi: 10.46328/ijses.5520

Efficacy of a Special Relativity Game-Based Learning Tool
type: item
description: 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.
subject: Articles
  topic: section
subject: Special theory of relativity
  topic: keywords
subject: Physics Education
  topic: keywords
subject: Game-based learning
  topic: keywords
creator: John Rey Busime
creator: Vincent Algarme
creator: Joeylene Bene
creator: John Lester Polines
creator: Faith Celeste Ole
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 355
ending page: 369
doi: 10.46328/ijses.5491

Integrating Peer-Pair Tutoring in Improving Students’ Mathematics Motivation in Geometry
type: item
description: 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.
subject: Articles
  topic: section
subject: Peer-pair tutoring
  topic: keywords
subject: Mathematics motivation
  topic: keywords
subject: Geometry
  topic: keywords
creator: Trisha M. Gimarangan
creator: Sharyn Kaye J. Alsola
creator: Joanh L. Antipuesto
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 429
ending page: 438
doi: 10.46328/ijses.5462

Gamified Assessment in Colleges of Education: Challenges and Possibilities
type: item
description: 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.
subject: Articles
  topic: section
subject: Formative assessment
  topic: keywords
subject: Game-based learning
  topic: keywords
subject: Competency-based assessment
  topic: keywords
subject: Teacher education
  topic: keywords
subject: Preservice teachers
  topic: keywords
creator: Adjei Amaniampong
creator: Murial Mavis Dangah
creator: Joseph Nkyi Asamoah
creator: Francis Yeboah
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 370
ending page: 381
doi: 10.46328/ijses.5286

Determinants of High School Students’ Mathematics Achievement: The Role of Motivation, Self-Efficacy, and Productive Disposition
type: item
description: 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.
subject: Articles
  topic: section
subject: Learning motivation
  topic: keywords
subject: Self-efficacy
  topic: keywords
subject: Productive disposition
  topic: keywords
subject: Mathematics learning outcomes
  topic: keywords
creator: Muhammad Syarifuddin Rahman
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 382
ending page: 394
doi: 10.46328/ijses.5156

Academic Self-concept and Motivation of University Students in a Self-paced Developmental Mathematics Course
type: item
description: 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.
subject: Articles
  topic: section
subject: University students
  topic: keywords
subject: Academic self-concept
  topic: keywords
subject: Motivation
  topic: keywords
subject: Developmental mathematics
  topic: keywords
creator: Haitham Alkhateeb
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 339
ending page: 354
doi: 10.46328/ijses.5071

Investigating the Impact of Instructional Factors on Linear Function Skills and Academic Engagement
type: item
description: 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
subject: Articles
  topic: section
subject: Academic Engagement
  topic: keywords
subject: Correlational Study
  topic: keywords
subject: Instructional Factors
  topic: keywords
subject: Linear Function Skills
  topic: keywords
creator: Onesme Niyibizi
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 315
ending page: 324
doi: 10.46328/ijses.2211

Development and Validation of the Perceived Scientific Inquiry Skills Questionnaire (P-SIS-Q) for Preservice Science Teachers
type: item
description: 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.
subject: Articles
  topic: section
subject: exploratory factor analysis
  topic: keywords
subject: preservice science teachers
  topic: keywords
subject: scientific inquiry skills
  topic: keywords
subject: self-report questionnaire
  topic: keywords
creator: Ronilo P. Antonio
creator: Jorge Victor M. Sales
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 293
ending page: 314
doi: 10.46328/ijses.2210

The Classroom’s Calm [Safe] Space for Anxious Youth: Suggestions from the Literature, Interior Designers, and Debilitated Anxious Youth
type: item
description: 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.
subject: Articles
  topic: section
subject: Anxious students
  topic: keywords
subject: Classroom calm/safe space
  topic: keywords
subject: Anxiety interventions
  topic: keywords
creator: Sandra K. Terneus
creator: Hannah K. Atkinson
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 257
ending page: 270
doi: 10.46328/ijses.146

Students’ Perceptions of Collaborative Learning Approach and the Interplay of Some Demographic Variables in Learning Basic Science
type: item
description: 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.
subject: Articles
  topic: section
subject: basic education students
  topic: keywords
subject: collaborative learning approach
  topic: keywords
subject: demographic variables
  topic: keywords
subject: basic science
  topic: keywords
subject: Education
  topic: disciplines
subject: basic science
  topic: disciplines
creator: Nnaemeka K. Oguezue
creator: Sarah T. Adeboye
creator: Somtochukwu M. Onyimba
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 281
ending page: 292
doi: 10.46328/ijses.2216

Effect of Problem-Solving Enrichment Activities on Mathematics Achievement
type: item
description: 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.
subject: Articles
  topic: section
subject: Keywords
  topic: keywords
subject: Problem-solving skills
  topic: keywords
subject: Manipulative materials
  topic: keywords
subject: Enrichment activities
  topic: keywords
subject: Mathematics instruction
  topic: keywords
subject: Grade 2 pupils
  topic: keywords
subject: Elementary Mathematics
  topic: disciplines
creator: Menchi Guande Nayad
creator: Marianne Grapes A. Lanante
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 271
ending page: 280
doi: 10.46328/ijses.2215

Intercultural Mathematical Education: Ethnomodelling as a Theoretical-methodological Proposal for Basic Education
type: item
description: 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.
subject: Articles
  topic: section
subject: Ethnomathematics
  topic: keywords
subject: Mathematical Modelling
  topic: keywords
subject: Interculturality
  topic: keywords
subject: Mathematics Teaching
  topic: keywords
creator: Zulma Elizabete de Freitas Madruga
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 325
ending page: 338
doi: 10.46328/ijses.2213

Learners’ Perceptions of the Challenges and Improvement Strategies in Distance and Online Undergraduate Mathematics Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Improvement strategies
  topic: keywords
subject: Students’ perception
  topic: keywords
subject: Distance and online education
  topic: keywords
subject: Mathematics
  topic: keywords
subject: Internet connectivity
  topic: keywords
subject: Facilitation skills
  topic: keywords
subject: Science education
  topic: disciplines
subject: Mathematics education
  topic: disciplines
subject: Educational technology
  topic: disciplines
creator: Comfort O. Reju
creator: Loyiso Jita
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 164
ending page: 179
doi: 10.46328/ijses.127

Factors Influencing Teachers’ Choice and Use of Assessment
type: item
description: 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.
subject: Articles
  topic: section
subject: Jamaica
  topic: keywords
subject: Formative assessment
  topic: keywords
subject: Summative assessment
  topic: keywords
subject: Factors influencing assessment
  topic: keywords
subject: Teachers’ assessment practices
  topic: keywords
subject: Education
  topic: disciplines
creator: Clavia Williams-McBean
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 212
ending page: 239
doi: 10.46328/ijses.129

Enhancing Independent Learning and Academic Performance in Algebra Through Photomath Application
type: item
description: This study investigates the effectiveness of incorporating Photomath, a mobile application, in enhancing independent learning and academic performance of Grade 7 students in Algebra. The research aims to explore the potential of Photomath in improving students' understanding and retention of algebraic concepts and their ability to solve problems independently. A mixed-methods approach was employed, involving a quasi-experimental design and survey questionnaires. The results show that students who used Photomath significantly improved their academic performance and demonstrated increased confidence in solving algebraic problems. Moreover, the study reveals that Photomath's interactive features and step-by-step solutions facilitated independent learning and reduced reliance on teachers. The findings suggest that integrating Photomath into the algebra curriculum can be valuable in promoting autonomous learning and enhancing academic achievement in Grade 7 students.
subject: Articles
  topic: section
subject: Photomath
  topic: keywords
subject: Independent learning
  topic: keywords
subject: Algebra
  topic: keywords
subject: Academic performance
  topic: keywords
subject: Mobile learning
  topic: keywords
subject: Mathematics Education
  topic: disciplines
subject: Education
  topic: disciplines
subject: Technology
  topic: disciplines
creator: Daniel Russ Hulagpos
creator: Mycel Gabertan
creator: Heroshe April Rojas
creator: John Rey Damasco
creator: Randja Rana Meliston
creator: Kim Querido Sipin
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 149
ending page: 163
doi: 10.46328/ijses.138

Constructing Mathematical Literacy Problems and Assessing Students’ Solving Abilities
type: item
description: The aim of the present study is to investigate students’ abilities in mathematical literacy upon completing their compulsory education in Greece and to elucidate any challenges they may encounter. The research involved 650 students from various regions in Greece, selected based on the urbanization level of their respective school areas. These students had not undergone any training in mathematical literacy problem-solving or in expressing their thoughts in writing while undertaking such tasks. Mathematical literacy performance has been also assessed by the Programme for International Student Assessment (PISA) for the last two decades, in which the mean performance of Greek 15-year-old students has been consistently below the OECD average all these years. This discrepancy has been attributed, in part, to the inadequate alignment of the Greek mathematics curriculum with the PISA mathematics framework. To address this, the real-world problems constructed for this study were aligned with the Greek junior high school's mathematics curriculum. The findings indicate that students' mathematical literacy abilities upon completing compulsory education are limited, with the most significant challenges observed in the areas of mathematical reasoning and the written articulation of their thought processes.
subject: Articles
  topic: section
subject: Mathematical literacy
  topic: keywords
subject: Greece
  topic: keywords
subject: Compulsory education
  topic: keywords
subject: Coding
  topic: keywords
subject: Mathematics Education
  topic: disciplines
creator: Eleni Nolka
creator: Chryssa Sofianopoulou
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 128
ending page: 148
doi: 10.46328/ijses.126

Optimizing High School Mathematics Achievement through the Lens of Realistic Mathematics Education: The Mediating Role of Teacher Self-Efficacy
type: item
description: 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.
subject: Articles
  topic: section
subject: Mathematics achievement
  topic: keywords
subject: Realistic mathematics education
  topic: keywords
subject: Self-Determination Theory
  topic: keywords
subject: Structural Equation Modeling
  topic: keywords
subject: Teaching quality
  topic: keywords
subject: Teacher self-efficacy
  topic: keywords
subject: "mathematics education"
  topic: disciplines
creator: Ernest Frimpong Akosah
creator: Yarhands Dissou Arthur
creator: Benjamin Adu Obeng
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 192
ending page: 211
doi: 10.46328/ijses.128

Bibliometric Analysis of Studies on Nanolearning and Microlearning
type: item
description: Gaining a clear understanding of publication trends and research themes helps researchers determine gaps in the existing literature and explore new areas of study. The objective of this current inquiry is to describe the research themes related to nanolearning and microlearning in general. The bibliometric method was employed using the Lens Scholarly Search Database from year 2020 to 2024. Additionally, “nanolearning” and “microlearning” were used as queries on the title, keyword, and abstract. Using the analysis from the database and VOSviewer, the publication-related metrics of the scholarly works were determined including the research themes, frequent keywords, and authors' collaboration. Results revealed that there is a growing trend in the use of nanolearning and microlearning in different subjects and contexts. Visualization analysis identified three (3) emergent research themes, namely: (1) the use of nanolearning and microlearning during the pandemic and post-pandemic period, (2) evaluation of the effectiveness of the approaches, and (3) applications and development of tools and strategies. Conversely, nanolearning remains an emerging area with a lower publication count in the analysis. Moreover, Indonesia and the United States are the leading countries in publications. Further, the study revealed active collaboration among authors. Lastly, it is recommended to explore nanolearning as a complementary approach to microlearning.
subject: Articles
  topic: section
subject: Bibliometric analysis
  topic: keywords
subject: nanolearning
  topic: keywords
subject: microlearning
  topic: keywords
subject: research themes
  topic: keywords
creator: Jereme Lleva Astaño
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 240
ending page: 256
doi: 10.46328/ijses.144

Evaluating the Impact of Science Curriculum on First-Grade Students' Science Literacy and Engagement
type: item
description: Globally, science education is undergoing significant transformation, particularly at the primary level, to ensure students receive the best foundational knowledge. Over the past decades, China has modernized its science education to develop students' scientific literacy through inquiry-based teaching. This study aims to assess the impacts of the 2017 primary science curriculum on students' science literacy and engagement in first-grade primary schools. A cross-sectional design was employed to collect data from first-grade students across 23 provinces, 5 autonomous regions, and 4 municipalities in China. The survey gathered 132,756 questionnaires, with 121,757 valid responses, resulting in an effective rate of 91.7%. Data analysis using SPSS version 25 revealed that the 2017 curriculum positively impacts science literacy, especially when students are actively engaged in hands-on activities. The study found that frequent science classes and interactive learning experiences were strongly correlated with higher literacy levels. However, traditional book-related activities had a weaker impact on literacy. Additionally, the curriculum significantly enhanced student engagement, particularly through fun and hands-on activities, while book-related engagement was less effective. These findings suggest that while traditional methods are important, they should be complemented with more interactive approaches to maximize literacy and engagement outcomes. The study is limited to first-grade students, as the 2017 curriculum was first implemented for this group. Future research should explore these findings across different grades and investigate ways to enhance the impact of book-related activities on science literacy.
subject: Articles
  topic: section
subject: Science education
  topic: keywords
subject: 2017 science curriculum
  topic: keywords
subject: Science literacy
  topic: keywords
subject: students’ engagement
  topic: keywords
subject: Education
  topic: disciplines
subject: Science Education
  topic: disciplines
creator: Nadia Rehman
creator: Xiao Huang
creator: Amir Mahmood
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-06
publication date: 2025-03-06
starting page: 180
ending page: 191
doi: 10.46328/ijses.142

Teaching Preparedness, Demographic, and Academic Factors on Teaching Competencies: A Structural Equation Modelling Approach
type: item
description: The study investigates the moderating effects of demographic and academic factors on the relationship between of teaching preparedness and PPST-based teaching competencies among pre-service teachers acquired during the flexible learning modality. Utilizing the structural equation modelling approach, data were collected from 389 pre-service teachers at Cavite State University, Cavite Philippines. The findings indicate that seminar attendance and teaching preparedness significantly enhance PPST-based teaching competencies, while factors such as sex and support systems negatively influence these competencies. Academic performance in professional education, specialization, and general education courses did not have significant impact in the PPST-based teaching competencies. Findings underscore the importance of continuous professional development and comprehensive preparation programs to improve teaching practices. This study provides valuable insights for teacher education programs to strengthen effective teaching competencies in pre-service teachers.
subject: Articles
  topic: section
subject: teaching preparedness
  topic: keywords
subject: PPST-based competencies
  topic: keywords
subject: Pre-service teachers
  topic: keywords
subject: Professional development
  topic: keywords
subject: Flexible learning modality
  topic: keywords
subject: Education
  topic: disciplines
creator: Mildred Arellano Sebastian
creator: Estelita Arellano Villa
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 79
ending page: 103
doi: 10.46328/ijses.123

Development and Validation of an Assessment Tool for Measuring Innovative Thinking in STEM Students
type: item
description: The researchers conducted this study to develop and validate instrument an assessment tool for measuring innovative thinking in STEM students of Hilongos National Vocational School, Hilongos, Leyte, in 2024. It was done in three-phases: (1) Construct Specification and Item Creation; (2) Content Validation; and (3) Internal Consistency Assessment. Figure 1 shows the overview of the instrument development and validation process adopted from Bazhan et al. (2023) with modifications. As to content validity, the expert panel members evaluated the 150 items based on the four-point scale. Then, CVI for each item was calculated. Items are retained if they have a Content Validity Ratio (CVR) of 0.60 or higher and a Content Validity Index (CVI) of 0.80 or higher, while items are eliminated if they fall below either criterion, with a CVR of less than 0.60 or a CVI of less than 0.80. The remaining items were revised to satisfy the recommendations of the experts in terms of the consistency of statements’ verb tenses as well as the points of view utilized. As to internal consistency, it revealed that the reliability of the five constructs is greater than 0.90, indicating that the reliability is acceptable. This implies that all items demonstrated a valid internal consistency. Cronbach’s α between 0.8 to 1 shows good reliability, between 0.6 to 0.79 indicates the reliability is acceptable, and less than 0.6 indicates poor reliability. The developed questionnaire for measuring innovative thinking in STEM students exhibited strong reliability and content validity. The instrument effectively captured the core dimensions of innovative thinking, such as observing, questioning, experimenting, idea networking, and associating. The factor analysis results supported the instrument's underlying structure, and Cronbach's alpha values indicated high internal consistency. These findings suggest that the questionnaire is a reliable and valid tool for assessing innovative thinking in STEM student…
subject: Articles
  topic: section
subject: Development and validation
  topic: keywords
subject: Assessment tool
  topic: keywords
subject: Innovative thinking
  topic: keywords
subject: STEM students
  topic: keywords
subject: Hilongos national
  topic: keywords
subject: Vocational school
  topic: keywords
subject: Education
  topic: disciplines
creator: Ronald H. Nacion
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-25
publication date: 2024-12-25
starting page: 1
ending page: 18
doi: 10.46328/ijses.120

The Effectiveness of Brain-Based Learning (BBL) on Students’ Achievement and Knowledge Retention in Science
type: item
description: The aim of the current study is to investigate the effects of Brain-Based Learning (BBL) on academic achievement and knowledge retention in science subjects for middle school learners. The participants were six graders at one of the private schools in Abu Dhabi, United Arab Emirates (N=85). In the study, a pre-test (before the beginning of the experiment), experimental design (eight weeks), a post-test (week eight at the end of the experiment), and a retention test (ten days after the experiment) have been used to test the hypothesis. The participants were divided into two groups; an experimental group where 40 students were subjected to intervention of BBL during science classes for about eight weeks, and a control group where 45 students had conventional science classes. The pre-test results before the experiment and the post-test conducted at the end of week eight were analyzed to explore the effectiveness of BBL on students’ achievement in science, the data showed that there was no significant difference between the control group and the experimental group. As a view to explore the effectiveness of BBL on knowledge retention, the results of the post- test and retention test, conducted ten days after the experiment, were compared and analysed, the data showed that there was a significant difference in the results between the control and experimental groups in the boys’ classes. This suggests that BBL approach may be more effective on knowledge retention than the conventional teaching approach.
subject: Articles
  topic: section
subject: Brain-Based Learning
  topic: keywords
subject: Science instruction and learning
  topic: keywords
subject: Academic achievement
  topic: keywords
subject: Knowledge retention
  topic: keywords
subject: Motivation towards science
  topic: keywords
subject: Science education
  topic: disciplines
creator: Shafia Abdul Rahman
creator: Ahmad Rachid Ajineh
rights: Copyright (c) 2025 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-25
publication date: 2024-12-25
starting page: 48
ending page: 65
doi: 10.46328/ijses.122