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 IJSES is an international journal that welcomes original and unpublished research papers in the fields of education and science.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 All manuscripts submitted to IJSES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission.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 Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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