European Journals of Education Studies
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PRIMACY TO THE VOICE OF PARENTS: A PHENOMENOLOGICAL INQUIRY
Get PDFThis study qualitatively described the lived experiences of the research participants' parental involvement in their child's education. The study used a qualitative approach utilizing a phenomenological approach. Additionally, the participants of this study were the selected parents of Adelina Tuardon Recto Elementary School in Glan 4 District, whose learners were currently enrolled during SY 2023-2024. Based on the results of the study, seven (7) emergent themes were formulated under the participants’ understanding of their parental roles, and these were parental provision, instill values, support children, education as an invaluable legacy, parental task supervision, parental civic duty, and support can be financial. On the other hand, five (5) emergent themes were formed on the difficulties they have encountered, resulting in non-involvement. These were difficult to assist complex tasks, work fatigue, financial constraint, health issues, and work-related reasons. On the impact of parental involvement, four (4) emergent themes were formulated: elevating attendance rate, increasing motivation and participation, academic inclination, and leading children towards success. Article visualizations
A PHENOMENOLOGICAL ACCOUNT OF EARLY CHILDHOOD EDUCATION TEACHERS IN IMPLEMENTING PLAY-BASED LEARNING
Get PDFThis qualitative-phenomenological study explored the experiences, challenges, strategies, and insights of Early Childhood Education (ECE) teachers in implementing play-based learning (PBL) in kindergarten. Twelve ECE teachers from Magsaysay, Davao del Sur, participated in the study. Findings revealed that PBL enhances student engagement, emotional expression, and knowledge retention, making learning more effective and enjoyable. However, teachers faced challenges such as time management, classroom discipline, and limited resources, often relying on personal funds or improvised materials. Parental and administrative support varied, affecting the smooth implementation of PBL. To address these challenges, teachers used strategies such as differentiating activities, setting clear rules, and involving parents. Creativity and resourcefulness were essential in maximizing available materials and making lessons meaningful. Despite difficulties, teachers remained committed to PBL due to its positive impact on student learning and development. The study highlights the need for stronger institutional support, adequate resources, and improved parental involvement to sustain effective PBL implementation. Future research may explore strategies to overcome challenges, the role of parental and administrative support, and the long-term effects of PBL on children’s development.SDG Indicator #4: (Quality Education) Article visualizations
ALTERNATIVE IDEAS OF STUDENTS 6-10 YEARS OLD FOR THE FORMATION OF SHADOWS IN THE CONTEXT OF GEOMETRIC OPTICS
Get PDFThe study of students' alternative ideas of natural science concepts and phenomena is a major objective of Science Education and Pedagogy research. The research presented in this article aims to record the alternative ideas of 6–10-year-old students about the shadow, which is a key phenomenon in Geometric Optics with which we work from Kindergarten to advanced secondary education. Not only for its own understanding, but also because it is the basic introductory phenomenon that underlines the interaction of light with matter. This article presents the results of a study on the understanding of shadow formation by pupils aged 6-10 years, i.e. the first four years of primary education. This is an attempt to understand what the students' misconceptions about the shadow are and how they evolve over time. This research was conducted using a descriptive qualitative design. A total of 402 pupils participated from 19 different primary school classes, divided into four age groups. The survey was conducted through individual semi-directed interviews lasting approximately 11 minutes. The children were asked to answer three tasks, which included different topics related to the formation of shadows. The data analysis was carried out from the transcripts of the interviews using the method of content analysis. Responses were categorised according to their distance from school science knowledge. The results captured significant cognitive barriers to understanding the formation of shadows, and particularly the mechanism of light-opaque barrier interaction. These data show a slight improvement with the age of children, but this is not statistically significant. Article visualizations
PHYSICAL FITNESS OF FEMALE STUDENTS OF VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY, VIETNAM
Get PDFThe study aims to comprehensively assess the physical fitness of female students at Vietnam National University, Ho Chi Minh City (VNU-HCM). The assessment has been conducted on 3,023 nineteen-year-old female students at VNU-HCM, with the use of various methods including document synthesis and analysis, surveys, pedagogical testing, and statistical analysis. The fitness results would then be compared with the physical fitness indexes of average Vietnamese females, and of other age-same female students from different universities, such as Vietnam National University, Hanoi; the University of Danang; Can Tho University; and Ho Chi Minh City University. Findings: Based on the Ministry of Education and Training’s Criteria 53/2008, the physical fitness status of 19-year-old female students at VNU-HCM shows that 4.71% are rated “Good,” 5.89% “Pass,” and 89.94% “Fail.” Compared with average Vietnamese girls and other students of the universities, VNU-HCM students are considered to perform better in speed, lower-limb muscular strength, endurance, and agility. Article visualizations
PERCEPTIONS DES ENSEIGNANTS DE FLE SUR L’INTÉGRATION DE CHATGPT ET D’AUTRES OUTILS D'INTELLIGENCE ARTIFICIELLE DANS L'ENSEIGNEMENT DU FLE : ENJEUX ET PERSPECTIVES
Get PDFCet article vise à analyser les perceptions des enseignants de FLE hellénophones, actifs dans différents contextes éducatifs (écoles publiques, privées, centres de langues et cours particuliers), concernant l'intégration des outils d'intelligence artificielle dans l'enseignement du français langue étrangère (FLE). Entre octobre 2024 et janvier 2025, nous avons mené une enquête quantitative auprès de 100 enseignants de FLE, à l’aide d’un questionnaire en ligne comme outil méthodologique. Cette enquête visait à explorer la fréquence d’utilisation des outils d’intelligence artificielle (IA) dans la pratique didactique des enseignants, les motivations sous-jacentes, le degré de leur familiarité avec les outils d’IA, ainsi que les avantages perçus, les défis rencontrés ainsi que leurs préoccupations quant à l’avenir de l’enseignement à l’ère de l’IA. L’analyse des données recueillies révèle que les enseignants utilisent les outils d’IA de manière relativement fréquente, principalement dans le but d’optimiser le temps consacré à la préparation des cours. Toutefois, plusieurs d’entre eux expriment des réserves concernant une dépendance croissante à ces technologies, accentuée par un manque de formation spécifique. Parmi leurs préoccupations, nous citons les risques accrus de tricherie et l’éventuelle diminution de l’esprit critique chez les apprenants, en raison d’un usage excessif de l’IA.This article aims to analyze the perceptions of Greek-speaking FLE teachers working in different educational contexts (public schools, private schools, language centers and private lessons) regarding the integration of artificial intelligence tools in the teaching of French as a foreign language (FLE). Between October 2024 and January 2025, we conducted a quantitative survey of 100 FLE teachers using an online questionnaire as a methodological tool. This survey aimed to explore the frequency of the use of artificial intelligence (AI) tools in their teaching practice, the underlying motivations, their level of familiarity with AI tools, as well as the perceived benefits, the challenges encountered, and their concerns about the future of teaching in the AI era. Analysis of the data collected reveals that teachers use AI tools relatively frequently, mainly with the aim of optimizing the time spent preparing lessons. However, several of them express reservations about a growing dependence on these technologies, exacerbated by a lack of specific training. Among their concerns, we note the increased risk of cheating and the possible decline in critical thinking among learners due to excessive use of AI. Article visualizations
STUDENT PERCEPTIONS OF CONSTRUCTIVE ALIGNMENT IN THE GENERAL ENGLISH 3 COURSE TOWARD ACHIEVING THE FOREIGN LANGUAGE PROFICIENCY OUTCOME AT LEVEL 3
Get PDFThis study investigates the extent to which students perceive constructive alignment among educational components in the General English 3 course at Nam Can Tho University, and how such alignment supports achievement of the English proficiency at level 3, as defined by Vietnam’s 6-level Foreign Language Proficiency Framework. Drawing on Biggs’ (2003) Constructive Alignment theory, the research adopts a sequential mixed-methods design, comprising a quantitative survey of 1128 non-English-major students and qualitative interviews with 25 students. The findings indicate moderate to positive perceptions of alignment across key domains, including intended learning outcomes (ILOs), course content, teaching methods, and assessment-feedback approaches. However, gaps persist in students' understanding of ILOs, active engagement in class, and clarity in assessment criteria. The study concludes by offering pedagogical recommendations for improving curriculum design, enhancing alignment, and supporting students in achieving the required foreign language learning outcomes. Article visualizations
DISCREPANCY IN THE ENGLISH LANGUAGE SUBJECT AND ENGLISH CONTENT USED FOR SCIENCE SUBJECTS IN SECONDARY SCHOOLS IN TANZANIA
Get PDFThe mediating role of the English language in all subjects for secondary schools, except for the Kiswahili subject, is the driving factor for this study. Thus, the study sought to determine the discrepancy between the English language subject and the English content for science subjects in secondary schools. The following objectives were formulated herein: to examine the discrepancies in teaching pedagogies for English Language subjects and Science subjects in secondary schools, and to evaluate the effectiveness of language content used for English subjects and Science subjects in relation to overall Grade Point Average in examinations. A case study research design was incorporated in this study, and the qualitative research approach was dominant here, except for simple descriptive statistics used for demographic information of respondents. The study was conducted in six districts within the Mbeya region. Here, a simple random sampling technique was used for selecting schools, and the same purposive sampling method was employed for teachers and subjects taught in secondary schools. Selected English language teachers and selected Science teachers were interviewed, and classroom observation and documentary review were the primary data collection tools used for this study. Data were qualitatively analysed through coding of related information and subjecting it to themes. From the study findings, it was established that active learning, cognitive strategy, assessment and evaluation and differentiated instruction formed the basis for the discrepancy in English Language subjects and English content used for Science subjects. The findings suggest that Science subjects utilise comparatively less English content, and assessment tools for these subjects require alternative practices, such as practical items and fill-in-the-blank exercises. Therefore, there are differences in their performance. Article visualizations
EXPLORING THE IMPACT OF AGE AND SEX ON UNIVERSITY STUDENTS’ ALGEBRA ACHIEVEMENT: A MODERATION ANALYSIS
Get PDFA conceptual and meaningful understanding of Algebra is essential for developing other further mathematical concepts required for studies in Geometry, Calculus, Statistics and Probability. Algebra is one of the main mathematical concepts applied mostly in computer science. Since Algebra serves as a link to studying other disciplines in mathematics, understanding the factors that influence students’ achievement is crucial for stakeholders and educators in predicting students’ general performance. Therefore, using 290 undergraduate preservice mathematics students from a Ghanaian university, a research study was conducted to examine the main effect of age and sex together with their interaction consequence on first-year students' Algebra achievement test scores, which were obtained from students’ mid-semester examination in March 2024. A 2×2 NOVA was used as a data analysis technique to examine the impact of sex (male and female) and age on math students' teacher Algebra achievement test. Three primary age groups were formed from the participants: young, middle-aged, and elderly. Age (F (2, 284) = 83.92, p<.05) and sex (F (1,284) = 36.89, p=.001<.05) effects were statistically significant. The age group had a large effect size on Algebra performance, while sex had a medium. The interaction of age and sex was also significant (F (2, 284) = 13.18, p=.001<.05) with a small (partial η2 = .085) effect size. A detailed exploration of the interaction effect revealed that for students less than 30 years old, there was a significant mean difference in Algebra scores between males and females, in favor of males. On the other hand, for 30 – 40 years, there was an insignificant mean difference in Algebra scores between males and females. For students who are above 40 years old, males' and females' Algebra scores were significant statistically in favor of males. The results further show that males outperformed their female counterparts in all three groups and hence, the researchers recommend a change in instructional practices by teachers to close the sex gap, particularly in the Algebra achievement test and mathematics as a whole. Implications and suggestions for expanding this current study have been discussed explicitly. Article visualizations
THE EFFECTIVENESS OF USING GOOGLE TOOLS IN SECONDARY SCHOOL - A CASE STUDY OF GRADE 7
Get PDFWithin the framework of the Albus research project jointly implemented by Google for Education’s official partner iCORE Mongolia, the Ministry of Education, and the General Authority for Education, the research team from the Mongolian National Institute for Educational Research conducted a pilot-study over a period of 3.5 months starting from November 2024 at the secondary school affiliated with the Mongolian National University of Education (MNUE). This study aimed to examine the impact of using Google’s educational tools on teaching and learning processes. To address this objective, a mixed-methods approach was used to examine one pilot group and one control group of 7th-grade students from a selected school. Data on implementation and outcomes were collected and analyzed, providign the foundation for the study’s conclusions and recommendations. According to the pilot study results, students’ use of mobile phones during lessons decreased from 88.6% to 42.9% in the post-survey stage, while their participation in lessons using Chromebooks increased. Also, with the help of Google tools, students became more interested in their lessons, gained more self-confidence, and felt freer to express their own ideas. 71.4% of teachers agreed that using Chromebooks and Google tools supported students in working in teams, and 64.3% of students reported that it helped their communication with classmates. At the beginning of the pilot, about 40% of teachers used digital devices and software 3–4 times a week in classroom teaching, but in the post-survey stage, 92.8% of them used Chromebooks and Google tools during some or all lessons. In addition, teachers’ digital skills improved, and students showed progress in their STEAM skills, information searching using search engines, and problem-solving skills. Article visualizations
SCHOOL CLUBS FOR SOFT SKILLS LEARNING AND DEVELOPMENT
Get PDFIn today's rapidly changing world, soft skills learning has become crucial for students’ personal and professional development. Educational institutions can significantly provide effective learning environments for upgrading students' soft skills, including problem-solving, communication, teamwork-building, and leadership skills. In addition to conventional school subjects, involving students in extracurricular activities, such as school clubs, and extramural learning tasks can also contribute to the learning and development of these skills. Teachers can engage students in various clubs, including the citizenship club, cultural club, science club, athletic club, foreign language club, and environmental club, in most state-owned high schools across the country. This paper examines how school clubs teach and develop students' soft skills and identifies the specific soft skills nurtured within each club. The study employs a mixed-methods approach for data collection, utilizing a questionnaire to gather data on how students' involvement and participation in different clubs enhance their soft skills. Additionally, a focus group involving club coaches and leaders was used to gather information about the specific soft skills that each club promotes and highlights. The research results reveal that school clubs significantly improve students’ soft skills and allow them to meet the requirements of an increasingly interconnected and interdependent world community. Article visualizations