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 IJSES is an international journal that welcomes original and unpublished research papers in the fields of education and science.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 All manuscripts submitted to IJSES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission.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 Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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: Artificial Intelligence and Academic Integrity in Higher Education: Student Perceptions, Institutional Responses, and the Limits of AI Detection
items: Promotion and Dropout Matrix in the Education System: Advancing Inclusive, High-Quality Teaching and Learning
items: Enhancing Students' Conceptual Understanding and Science Process Skills on Heat Transfer Through Home-based Experiments
items: Effectiveness of Technology-Based Constructivist Pedagogical Approaches in Mathematics: A Meta-Analysis
items: Digital Literacy in Science Education: An Analysis of Primary and Secondary Textbooks
items: An Investigation into the Effects of Technology-Oriented Task-Based Learning on Students’ Academic Achievement, Attitudes Toward the Course and 21st-Century Skills in Foreign Language Education
items: Evaluating Interactive Teaching Techniques in Junior High School Education: A Quasi-Experimental Inquiry
items: Factors That Influence a Student’s Decision to Pursue a Master’s Degree in Civil Engineering
items: Students’ Perceptions of Using the AI tutoring Tool “Tutorbot” in the Mathematics Classroom
items: Students’ Perceptions of Skills Expectations in Science-Related Careers
items: Trends in Mathematical Problem-Solving Skills in Mathematics Learning
items: The Effects of Homework on Mathematics Performance in Elementary Students
items: Epistemological Obstacles of Pre-Service Elementary Teachers in Understanding Fraction
items: The Love Component of the Hope Wheel through Students’ Mini -Project in Mathematics: Task - Based Learning (TBL)
items: Improving Students’ Learning Outcomes in Mathematics Courses using Asset-Based and Equity-Minded Approaches
items: A Critical Policy Analysis of the Disjuncture between the Higher Education Computing Curricula and the Electronics Engineering Law
items: Strategies for Culturally Responsive Mathematics Teaching: Secondary School Teachers' Perspectives and Experiences
items: Improving the Graph Interpretation Competencies of Preservice Secondary Science Teachers Through Long-Term Independent Inquiry Project Work
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

Artificial Intelligence and Academic Integrity in Higher Education: Student Perceptions, Institutional Responses, and the Limits of AI Detection
type: item
description: Generative artificial intelligence (AI) tools such as ChatGPT are increasingly shaping teaching, learning, and assessment in higher education, raising critical concerns about academic integrity, authorship, and ethical use. This study synthesizes existing research to examine student and faculty perceptions of generative AI, institutional responses to AI-related integrity challenges, and the effectiveness of AI detection tools. A narrative literature review was conducted, analyzing 24 peer-reviewed studies published between 2022 and 2024 using thematic synthesis. The findings indicate that students often view AI tools as helpful learning supports and frequently use them without a clear understanding of ethical boundaries or disclosure expectations. Faculty members report growing difficulty verifying student-authored work, citing overreliance on AI-generated content and inconsistent performance of detection technologies. Institutional responses vary widely, ranging from restrictive bans to conditional integration supported by ethical guidelines and AI literacy initiatives. Evidence suggests that AI detection tools remain unreliable as standalone mechanisms, with persistent risks of false positives and false negatives. Overall, the review highlights that scholarship in this area remains exploratory and context-dependent. Clearer academic integrity frameworks, improved assessment design, and sustained AI literacy efforts are needed to support responsible AI integration while preserving core principles of academic integrity in higher education.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: AI in higher education
  topic: keywords
subject: AI and academic integrity
  topic: keywords
subject: AI detection tools
  topic: keywords
subject: Ethical use of AI
  topic: keywords
subject: AI and accuracy
  topic: keywords
subject: Future of AI
  topic: keywords
creator: Promethi Das Deep
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 397
ending page: 420
doi: 10.46328/ijses.7882

Promotion and Dropout Matrix in the Education System: Advancing Inclusive, High-Quality Teaching and Learning
type: item
description: This study examines the factors influencing student transfers and dropout rates in Rwandan secondary schools, addressing a crucial issue of educational retention and success. In Rwanda, many students face significant challenges that lead them to leave school, often exacerbated by poor academic performance. This research aims to provide a comprehensive understanding of the determinants of students’ educational pathways, guided by the Social Learning Theory, using a mixed-methods approach. The methodology combines quantitative analysis of academic records with a questionnaire completed by 15 secondary school learners and qualitative insights from structured interviews with 7 teachers from 2 schools. Findings highlight key themes affecting student retention, including low academic achievement, discouragement, insufficient instructional support, and social issues such as family problems. Notably, the analysis reveals a strong correlation between assessment scores and students’ reported intentions to transfer or drop out, with those scoring below 50% mainly considering withdrawal. Based on these findings, it is recommended that educational stakeholders implement targeted support measures for low-performing students, such as reviewing grading systems and establishing tutoring and mentorship programmes to enhance academic confidence and reduce dropout rates. Additionally, addressing broader social and environmental challenges faced by these learners could foster a more supportive educational environment, ultimately improving retention and achievement. This research underscores the importance of an integrated approach to student support that encompasses both academic and socio-emotional aspects.
subject: Articles
  topic: section
subject: Student Retention
  topic: keywords
subject: Dropout Rates
  topic: keywords
subject: Academic Performance
  topic: keywords
subject: Transfer Students
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: Rwandan Education System
  topic: keywords
creator: Nyasha Cefas Zimuto
creator: Christopher Mutseekwa
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 381
ending page: 396
doi: 10.46328/ijses.7753

Enhancing Students' Conceptual Understanding and Science Process Skills on Heat Transfer Through Home-based Experiments
type: item
description: This study aimed to determine the effectiveness of home-based experiments in improving students' conceptual understanding and science process skills on heat transfer. A pre-experimental research design was employed involving 20 Grade 7 students from a public secondary school in San Miguel, Bulacan, Philippines. The Conceptual Understanding Test on Heat Transfer (CUTHT) and Science Process Skills Test on Heat Transfer (SPSTHT) were administered as pretest and posttest. The Wilcoxon Signed Rank Test was used to determine significant differences between pretest and posttest scores. To substantiate and provide deeper explanation of the quantitative findings, qualitative data were gathered through the Students’ Perception Questionnaire (SPQ) and Home-Based Experiment Learning Activity Sheets (HBE-LAS) and analyzed using thematic analysis. Results revealed a significant improvement in students’ conceptual understanding with a medium effect size, but no significant change in science process skills. Qualitative findings supported these results, indicating that while students found home-based experiments engaging and helpful in understanding concepts, challenges such as limited availability of materials, safety concerns, process-related difficulties, lack of guidance, and time constraints hindered the development of science process skills. These findings suggest that while home-based experiments are effective in promoting conceptual learning, they may not sufficiently develop science process skills without structured guidance and support. This study highlights the importance of incorporating scaffolding strategies when implementing home-based experiments in resource-limited educational contexts.
subject: Articles
  topic: section
subject: Home-based experiment
  topic: keywords
subject: Heat transfer
  topic: keywords
subject: Conceptual understanding
  topic: keywords
subject: Science process skills
  topic: keywords
creator: Alyssa Nikka S. Descalso
creator: Jennifer D. S. Pineda
creator: Ariel M. Santiago
creator: Juliet V. Suerte Felipe
creator: Marivette A. Miranda
creator: Ronilo P. Antonio
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 437
ending page: 471
doi: 10.46328/ijses.7729

Effectiveness of Technology-Based Constructivist Pedagogical Approaches in Mathematics: A Meta-Analysis
type: item
description: The study investigated the efficacy of technology-based constructivist approaches to instruction and how they impacted student mathematics learning. A meta-analytic study using the Preferred Reporting Items for Systematic Reviews (PRISMA) protocol to guide the study was conducted to evaluate the efficacy of current studies employing technology-based constructivist approaches to instruction. Fifteen empirical studies from January 2014 to December 2024 were used as the sample population for this study. These studies were analyzed using Jamovi 2.6 and CMA software to extract their respective effect sizes. The weighted average effect size of g = 1.071 indicates a significantly large and positive effect of the use of the technology-based constructivist approaches on students' mathematics learning. Results of moderator analysis indicated that the technology-based constructivist approach had its largest effect on learning achievement (g = 0.971) compared to mathematical processes (g = 1.346), and attitudes (g = 0.992), each of which demonstrated large and statistically significant effect sizes; however, there were no statistically significant effects found between the moderator categories for the learning outcomes (Qb = 1.19, p = .552). However, results suggested that mathematics discipline was a strong moderator (Qb = 20.598, p = .001) indicating that the technology-based constructivist approach does not have an equal impact on learning in all areas of mathematics. Overall, the findings of the study established the positive impact of technology-based constructivist instructional approaches on the development of student mathematics learning. Therefore, it is essential that mathematics educators are provided with both technological and pedagogical knowledge to effectively utilize the constructivist approaches in teaching mathematics.
subject: Articles
  topic: section
subject: Technology enhanced learning
  topic: keywords
subject: attitude
  topic: keywords
subject: learning achievement
  topic: keywords
subject: process skills
  topic: keywords
subject: meta-analysis
  topic: keywords
creator: Anne Canlyn Manabat Manlutac
creator: Maricar Sison Prudente
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 421
ending page: 436
doi: 10.46328/ijses.7656

Digital Literacy in Science Education: An Analysis of Primary and Secondary Textbooks
type: item
description: In the 21st century, advancements in the domains of information access, connection and sharing, as well as the diversification of student characteristics and the evolution of learning theories, have precipitated a re-evaluation of conventional educational methodologies. In order to contend with the intricacies inherent in the digital age, there has been an acknowledgement of the necessity to enhance students' digital literacy, with the objectives in this context being incorporated into both international and national educational documents. The Turkish education system, which has restructured its curriculum to align with the demands of the 21st century, has also endeavored to enhance students' digital competencies. The objective of this study is to analyze science textbooks (from grades 3 to 12) employed in schools affiliated to the MoNE regarding digital literacy. For this purpose, a qualitative document analysis was conducted on the selected textbooks. To this end, a content evaluation form was developed, the construction of which was informed by the UNESCO Digital Literacy Competence Framework. The results of the study indicated that as the grade levels increased, the number of digital literacy competence areas also increased. The ‘Information and data literacy’ competence area demonstrated the highest coding rate, with 54% in primary textbooks and 56.7% in secondary textbooks. The references to ‘Digital content creation’ in primary textbooks (3%) are comparatively higher than the references to this area in secondary textbooks (1.6%). The level of ‘safety’ (0.8%) and ‘problem solving’ (0.8%) competencies is found to be quite low in all of the analyzed textbooks. The study provides a comprehensive guide to analyze textbooks in terms of digital literacy. It is recommended that science textbooks include more references to raise students as digitally literate individuals, taking into account their cognitive and affective developmental levels.
subject: Articles
  topic: section
subject: Digital literacy
  topic: keywords
subject: Science education
  topic: keywords
subject: Content analysis
  topic: keywords
subject: High school context
  topic: keywords
subject: Middle school context
  topic: keywords
creator: Aliye Tuba Gülsoy
creator: Mustafa Çakır
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 351
ending page: 369
doi: 10.46328/ijses.7445

An Investigation into the Effects of Technology-Oriented Task-Based Learning on Students’ Academic Achievement, Attitudes Toward the Course and 21st-Century Skills in Foreign Language Education
type: item
description: The rapid integration of technology into education provides opportunities for more effective and sustainable learning. This study examines the impact of a technology-oriented task-based learning approach in foreign language education on students’ academic achievement, attitudes toward English, and 21st-century skills. A mixed-methods design with an explanatory sequential pattern was employed. In the quantitative phase, a quasi-experimental pre-test–post-test control group design was used, with data collected through an academic achievement test, an attitude scale, and a multidimensional 21st-century skills scale. In the qualitative phase, semi-structured interviews and focus group discussions were conducted to explore students’ perceptions of the learning process. Findings indicate that the technology-oriented task-based approach significantly enhanced the academic achievement of students in the experimental group, fostered more positive attitudes toward English, and contributed to the development of 21st-century skills, particularly technology literacy, collaboration, and problem-solving. Students reported that learning by doing and experiencing led to more meaningful and lasting outcomes, while also increasing motivation and self-confidence. The approach provided opportunities to transfer acquired skills to real-life contexts. This study contributes to the literature as one of the few examining technology-oriented task-based learning in foreign language teaching, highlighting its potential to make language learning more engaging and effective.
subject: Articles
  topic: section
subject: Foreign language education
  topic: keywords
subject: Task-based learning
  topic: keywords
subject: Technology-oriented task-based learning
  topic: keywords
subject: Academic achievement
  topic: keywords
subject: Attitude towards English lesson
  topic: keywords
subject: 21st century skills
  topic: keywords
creator: Gonca Küçükyavuz
creator: Cihad Şentürk
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 314
ending page: 339
doi: 10.46328/ijses.7159

Evaluating Interactive Teaching Techniques in Junior High School Education: A Quasi-Experimental Inquiry
type: item
description: This study aims to identify appropriate instructional materials for Junior High School students at one of the public national schools in order to enhance learner engagement through dynamic and meaningful teacher–student interactions within the classroom environment. Utilizing a quasi-experimental research design, the study investigated the effectiveness of interactive teaching methods in improving students’ reading and writing proficiency. The findings revealed a statistically significant improvement in students’ performance during and after the implementation of interactive instructional strategies, particularly in core literacy areas such as reading comprehension and written expression. These outcomes highlight the crucial role of interactive pedagogy in promoting active learning, increased motivation, and deeper cognitive processing. Moreover, the study strongly recommends the consistent integration of learner-centered and participatory teaching approaches in literacy instruction to cultivate critical thinking, creativity, and sustained academic interest among students. The use of diverse and adaptive pedagogical techniques, such as collaborative learning, inquiry-based activities, and multimodal instructional materials, is essential in addressing varied learning styles and ensuring more inclusive and effective literacy development in the Junior High School context.
subject: Articles
  topic: section
subject: Interactive teaching techniques
  topic: keywords
subject: Instructional material
  topic: keywords
subject: Teacher’s pedagogy
  topic: keywords
subject: Writing proficiency
  topic: keywords
subject: Quasi-experimental study
  topic: keywords
creator: Donna Mae S. Tagsip
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 370
ending page: 380
doi: 10.46328/ijses.7035

Factors That Influence a Student’s Decision to Pursue a Master’s Degree in Civil Engineering
type: item
description: Understanding factors that influence students to plan to pursue a master of science (MS) degree in civil engineering (CE) can provide valuable insights for recruitment of graduate students. The objective of this research was to identify, analyze, and discuss these factors utilizing data from a questionnaire survey administered to CE undergraduate students. A total of 1071 students completed the survey in 26 semesters of classes from 2006 to 2021. Open coding was used to categorize responses and identify trends from these responses, and graphs were created to analyze the data. The factors that correlated with planning to pursue an MS degree were separated into three categories: education, career expectations, and influential people. The factors that correlated with not planning to pursue an MS degree were also separated into three categories: career change, work-related motives, and life circumstances. The results are expected to be helpful to educators in improving recruitment of MS students in CE.
subject: Articles
  topic: section
subject: Civil engineering
  topic: keywords
subject: Graduate students
  topic: keywords
subject: Higher education
  topic: keywords
subject: Master’s degree
  topic: keywords
subject: Recruitment
  topic: keywords
creator: W. Spencer Guthrie
creator: Gina Young-Souriac
creator: Alexis Post
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 299
ending page: 313
doi: 10.46328/ijses.7020

Students’ Perceptions of Using the AI tutoring Tool “Tutorbot” in the Mathematics Classroom
type: item
description: The Tutorbot is an AI-powered tool that provides students with resources for their classes and is used to support students’ learning. It is a uniquely designed chatbot whose job is to serve as a tutor, having a database and logic structure to support specified content This study investigates students’ attitudes and perceptions of using the AI tutoring tool “Tutorbot” in the mathematics classroom. The participants in this study were 85 undergraduate students enrolled in an introductory Calculus course. Data was collected using a 5-point Likert-type questionnaire that included two open-ended questions. The results indicated that most students in this study expressed a positive attitude towards the use of the Tutorbot in the mathematics classroom. Also, students believed that the use of Tutorbot had a positive impact on their learning, their classroom participation and interaction with their classmates and instructors. On the other hand, students also mentioned that there were disadvantages to using the AI tool such as confusion and lack of learning.
subject: Articles
  topic: section
subject: Mathematic education
  topic: keywords
subject: AI tutoring
  topic: keywords
subject: Student perception
  topic: keywords
creator: Derar Serhan
creator: Natalie Welcome
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 340
ending page: 350
doi: 10.46328/ijses.6972

Students’ Perceptions of Skills Expectations in Science-Related Careers
type: item
description: 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.
subject: Articles
  topic: section
subject: Competencies
  topic: keywords
subject: Secondary school
  topic: keywords
subject: Science career awareness
  topic: keywords
subject: Career counselling
  topic: keywords
creator: Anssi Salonen
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 252
ending page: 266
doi: 10.46328/ijses.6843

Trends in Mathematical Problem-Solving Skills in Mathematics Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Problem Solving
  topic: keywords
subject: Learning Mathematics
  topic: keywords
creator: Amrih Sugiharti
creator: Dwi Rahmawati
creator: Rahmad Anwar
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 188
ending page: 201
doi: 10.46328/ijses.6725

The Effects of Homework on Mathematics Performance in Elementary Students
type: item
description: The purpose of this study was to investigate the effect of various homework types on the math academic success of elementary students. Research questions included: 1) What effect does assigning homework versus no homework have on math academic performance?, 2) Which type of homework (practice, preparation, or extension) is most impactful on math academic performance?, and 3) What are the attitudes and opinions of elementary educators and parents regarding homework policies? The experimental group was a 2nd grade class, which was assigned various homework types over a nine-week period. Data collected from various assessments were compared using ANCOVA, and final results showed that practice and extension homework made the greatest impacts on academic performance. Survey outcomes revealed that educators varied on support of homework but mostly agreed that homework helps students learn. The majority of parents were supportive of homework policies.
subject: Articles
  topic: section
subject: Homework
  topic: keywords
subject: Elementary Education
  topic: keywords
subject: Mathematics achievement
  topic: keywords
subject: Homework value
  topic: keywords
creator: Paula Poss
creator: Joshua Cuevas
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-01
publication date: 2026-07-01
starting page: 267
ending page: 298
doi: 10.46328/ijses.6642

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

The Love Component of the Hope Wheel through Students’ Mini -Project in Mathematics: Task - Based Learning (TBL)
type: item
description: 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
subject: Articles
  topic: section
subject: Love
  topic: keywords
subject: The Hope Wheel
  topic: keywords
subject: Task based learning (TBL)
  topic: keywords
subject: Inductive teaching
  topic: keywords
subject: Deductive teaching
  topic: keywords
creator: Duli Pllana
creator: Rudy Baez
creator: Henry Sanchez
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 219
ending page: 251
doi: 10.46328/ijses.6363

Improving Students’ Learning Outcomes in Mathematics Courses using Asset-Based and Equity-Minded Approaches
type: item
description: 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.
subject: Articles
  topic: section
subject: Asset-based
  topic: keywords
subject: Equity-minded
  topic: keywords
subject: Peer Learning
  topic: keywords
subject: Study Buddy
  topic: keywords
subject: Learning Outcomes
  topic: keywords
creator: Junalyn Navarra-Madsen
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 153
ending page: 166
doi: 10.46328/ijses.6361

A Critical Policy Analysis of the Disjuncture between the Higher Education Computing Curricula and the Electronics Engineering Law
type: item
description: 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.
subject: Articles
  topic: section
subject: Professional regulation
  topic: keywords
subject: Policy disjuncture
  topic: keywords
subject: Systemic exclusion
  topic: keywords
subject: Critical policy analysis
  topic: keywords
creator: Manuel O. Diaz
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 202
ending page: 218
doi: 10.46328/ijses.6025

Strategies for Culturally Responsive Mathematics Teaching: Secondary School Teachers' Perspectives and Experiences
type: item
description: 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.
subject: Articles
  topic: section
subject: Culturally responsive teaching
  topic: keywords
subject: Mathematics education
  topic: keywords
subject: Equity
  topic: keywords
subject: Instructional strategies
  topic: keywords
creator: Modou A. Sambou
creator: Noeline Nalukyamuzi
creator: Zhou Geyang
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 167
ending page: 187
doi: 10.46328/ijses.5880

Improving the Graph Interpretation Competencies of Preservice Secondary Science Teachers Through Long-Term Independent Inquiry Project Work
type: item
description: 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.
subject: Articles
  topic: section
subject: Graph literacy
  topic: keywords
subject: Science literacy
  topic: keywords
subject: Teacher education
  topic: keywords
subject: Research experience
  topic: keywords
subject: RET
  topic: keywords
creator: G. Michael Bowen
creator: Anthony W. Bartley
rights: Copyright (c) 2026 International Journal of Studies in Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
starting page: 137
ending page: 152
doi: 10.46328/ijses.5867

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